2022年仁愛版英語八年級下冊Unit5Topic2《Imfeelingbetternow》SectionDword教案

1、名師精編 優(yōu)秀教案Topic2 SectionD 參考教案. Material analysis 本節(jié)課為本話題的最終一課時,主要活動為 1a 和 2；Section D 是一節(jié)復(fù)習課,在綜合復(fù)習Section A-C 的詞匯、語法和功能句的基礎(chǔ)上,鞏固同學本話題的學習內(nèi)容；同學將在1a 的閱讀環(huán)節(jié)中,通過Jeff 如何走出失去親人的陰影, 學習明白如何處理哀痛等消極心情,從而擁有可以讓自己健康成長的積極心情； 除了文中提到的傾訴、 運動等宣泄方式, 老師仍可以交給學 生其他的處理不良心情的方法,如尋求家人、學校、社會的支持和幫忙；轉(zhuǎn)移注 意焦點：漫步、旅行、參觀；用“ 我能行” 、“ 我肯定

2、能勝利”來進行心理示意等,來幫忙同學正確處理不利于成長和勝利的心情；最終通過 2 的寫作拓展練習, 延伸同學的學習內(nèi)容,檢測同學綜合運用語言的才能；. Teaching aims Knowledge aims：1. 同學正確朗讀出單詞表全部單詞及短語,能正確拼讀、書寫并運用黑體單詞；2. 能嫻熟運用緣由狀語從句和同級比較的結(jié)構(gòu)；3. 能精確運用本單元重點短語進行寫作練習；4同學能綜合運用本課短語、句型寫出關(guān)于處理不良心情的短文；Skill aims：1. 能聽懂與課本內(nèi)容難度相當?shù)?有關(guān)處理不良心情的聽力材料；2. 能正確運用本話題所學內(nèi)容、比較流利地談?wù)撊绾翁幚聿涣夹那椋?. 能閱讀有關(guān)如何

3、處理不良心情的短文,并能做出相關(guān)的閱讀練習；4. 能綜合運用本話題的語法,詞匯,句型寫出自己遇到的問題以及處理的方法,并能為有類似苦惱的同伴提出合理的建議；Emotional aims：通過本節(jié)課的學習, 讓同學明白積極的心情可以讓他們健康成長,有利于他們的身心發(fā)育；當有不良心情滋生的時候,要學會尋求幫忙和適當宣泄；. The key points and difficult points Key points：1. 同學能正確拼讀、書寫并運用黑體單詞,能用描寫心情和情感的形容詞和提名師精編 優(yōu)秀教案出建議的動詞及相關(guān)短語描寫人物的不同心情 建議；2. 把握運用緣由狀語從句和同級比較結(jié)構(gòu)；Di

4、fficult points , 并賜予心情不好的同伴合理的綜合運用本話題的語法,詞匯,句型進行寫作,解決實際問題；. Learning strategies: 1. 通過整體復(fù)習 Section A-C,讓復(fù)習也是一種學習的想法植根在同學心中；2. 將學到的表達方式運用到自己的習作當中是把握新學問的一個好方法；. Teaching aids Computer multimedia projector, the word cards. . Teaching procedures Introduction（8 minutes）1. Greet the students and make them

5、 ready for learning. 2. The teacher asks the students to review the words and phrases of Sections A-C by playing the game: Whats missing. The teacher puts the word cards up the blackboard and asks the students to remember them. After that the teacher takes one of the cards away while the students ar

6、e closing their eyes. And then the teacher asks the students to answer the question: Whats missing.3. The teacher shows the new words and phrases with the pictures or the Chinese meanings on the screen. 4. The teacher asks the students to match the words or phrases with their meanings of 1a. 5. The

7、teacher asks two students to tell the answers. Presentation 10 minutes 1.The teacher asks the students to skim the passage of 1a. 2.The teacher asks the students to read the passage from the beginning to even though it was an accident, and then answer the Questions 1-3 of 1b: 1 How did Jeff feel whe

8、n his brother died in a car accident. 2 At first, how did Jeff deal with his sadness. 3 Why was he angry with the driver. 名師精編 優(yōu)秀教案3. The teacher asks the students to read the rest part of the passage, and answer Questions 4-5 of 1b: 4 Why is Jeff feeling better now. 5 What can you learn from Jeff.

9、4. The teacher asks the students to read the whole passage and check the answers. 5. The teacher asks two students to write the answers on the blackboard and helps the students check the answers. Consolidation 10 minutes 1. The teacher asks the students to read the whole passage carefully to find ou

10、t the difficult points and sum up the main points of the passage. 2. The teacher makes a summary to explain the key points and difficult points to the students. 1 deal with 2 for example/ such as older/ elder 3 refuse to do sth. 4 even though 5 not any longer= no longer 6 useuseless Sadsadness fairu

11、nfair happyunhappy 3. The teacher asks the students to work in pairs and talk about how they deal with sadness. 4. The teacher asks the students to answer the questions by themselves: 1 Why did you feel sad. 2 How did you feel at first. 3 What did you do to deal with sadness. 4 How did you feel late

12、r. 5. The teacher asks Member B of every pair to report the answers above. 名師精編 優(yōu)秀教案6. The teacher asks the students to write a short passage. Practice 10 minutes 1. The teacher asks the students to read the sentences of the first grammar table to review the adverbial clauses of reason. 2. The teach

13、er asks the students to read the sentences of the second table to review the usage of the equal comparison 3. The teacher shows the exercises on the screen. Finish the following sentences. 1 Lucy/ tall/ Lily 2The red pencil / not long/the yellow pencil 4. The teacher asks the students to read the se

14、ntences of the function table to review the useful expressions. 5. The teacher shows the exercises on the screen. Complete the following sentences: 1 What s_ to be the problem. 2 Im new here. I really upset and l_. 3 _ become my friend. Yes, I d like to. 4 My mother often _ 和我談心 me. 5 How are you f_

15、 today. Production 7 minutes 1. No one can be happy all the time. The teacher asks the students to ask their classmates about their problems. 2. The teacher asks the students to discuss the problems in groups and find the ways to solve them. 3. The teacher asks the students to write down their own s

16、uggestions. 4. The teacher asks two students to write down their passages, Dealing with Sadness, using the language theyve learned on the blackboard. 5. The teacher checks the passages with the students. Then the students change their papers and check others papers. 6. The teacher assigns homework:

17、名師精編 優(yōu)秀教案1 The teacher lets the Students finish the essay Dealing with Sadness after class. 2 The teacher asks the vocabulary in Topic 3. Teaching Reflection students to prepare the word cards to preview the Students are weak in giving advice to people in bad moods. The teacher should design more exercises about adjectives to describe feelings and emotions and verbs to give advice. The teacher should pay more attention to the writing teaching. Design