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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.教案
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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.教案，共4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 D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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. 能熟练运用原因状语从句和同级比较的结构。
3. 能准确运用本单元重点短语进行写作练习。
4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。
3. 能阅读有关如何处理不良情绪的短文，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，句型写出自己遇到的问题以及处理的方法，并能
为有类似烦恼的同伴提出合理的建议。
Emtinal aims：
通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。
教 学
重 点
难 点
Key pints：
1. 学生能正确拼读、书写并运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。
2. 掌握运用原因状语从句和同级比较结构。
Difficult pints
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet the students and make them ready fr learning.
2. The teacher asks the students t review the wrds and phrases f Sectins A-C by playing
the game: What’s missing? The teacher puts the wrd cards up the blackbard and asks the students t remember them. After that the teacher takes ne f the cards away while the students are clsing their eyes. And then the teacher asks the students t answer the questin: What’s missing?
3. The teacher shws the new wrds and phrases with the pictures r the Chinese meanings n the screen.
4. The teacher asks the students t match the wrds r phrases with their meanings f 1a.
5. The teacher asks tw students t tell the answers.
1.The teacher asks the students t skim the passage f 1a.
2.The teacher asks the students t read the passage frm th beginning t …even thugh it was an accident,and then answer the Questins 1-3 f 1b:
(1) Hw did Jeff feel when his brther died in a car accident?
(2) At first, hw did Jeff deal with his sadness?
(3) Why was he angry with the driver?
3. The teacher asks the students t read the rest part f the passage, and answer Questins 4-5 f 1b:
(4) Why is Jeff feeling better nw?
(5) What can yu learn frm Jeff?
4. The teacher asks the students t read the whle passage and check the answers.
5. The teacher asks tw students t write the answers n the blackbard and helps the students check the answers.
1. The teacher asks the students t read the whle passage carefully t find ut the difficult pints and sum up the main pints f the passage.
2. The teacher makes a summary t explain the key pints and difficult pints t the students.
(1) deal with
(2) fr example/ such as
lder/ elder
(3) refuse t d sth.
(4) even thugh
(5) nt… any lnger= n lnger
(6) use—useless
Sad—sadness
fair—unfair
happy—unhappy
3. The teacher asks the students t wrk in pairs and talk abut hw they deal with sadness.
4. The teacher asks the students t answer the questins by themselves:
(1) Why did yu feel sad?
(2) Hw did yu feel at first?
(3) What did yu d t deal with sadness?
(4) Hw did yu feel later?
5. The teacher asks Member B f every pair t reprt the answers abve.
6. The teacher asks the students t write a shrt passage.
1. The teacher asks the students t read the sentences f the first grammar table t review the adverbial clauses f reasn.
2. The teacher asks the students t read the sentences f the secnd table t review the usage f the equal cmparisn.
3. The teacher shws the exercises n the screen. Finish the fllwing sentences.
(1) Lucy/ tall/ Lily
(2)The red pencil / nt
lng/the yellw pencil
4. The teacher asks the students t read the sentences f the functin table t review the useful expressins.
5. The teacher shws the exercises n the screen.
Cmplete the fllwing sentences:
(1) What s___ t be the prblem?
(2) I’m new here. I’m
really upset and
l____.
(3) —_____ becme my friend?
—Yes, I’d like t.
(4) My mther ften ____ (和我谈心) me.
(5) Hw are yu f____ tday?
1. N ne can be happy all the time. The teacher asks the students t ask their classmates abut their prblems.
2. The teacher asks the students t discuss the prblems in grups and find the ways t slve them.
3. The teacher asks the students t write dwn their wn suggestins.
4. The teacher asks tw students t write dwn their passages, Dealing with Sadness, using the language they’ve learned n the blackbard.
5. The teacher checks the passages with the students. Then the students change their papers and check thers’ papers.
6. The teacher assigns hmewrk:
(1) The teacher lets the
Students finish the
essay Dealing with
Sadness after class.
(2) The teacher asks the students t prepare the wrd cards t preview the vcabulary in Tpic 3.
作 业
布 置
完成同步练习
课堂总结
Students are weak in giving advice t peple in bad mds. The teacher shuld design mre exercises abut adjectives t describe feelings and emtins and verbs t give advice. The teacher shuld pay mre attentin t the writing teaching. Design the writing steps carefully.
课题
Unit 5 Feeling excited Tpic 2 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
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. 能熟练运用原因状语从句和同级比较的结构。
3. 能准确运用本单元重点短语进行写作练习。
4．学生能综合运用本课短语、句型写出关于处理不良情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关处理不良情绪的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论如何处理不良情绪。
3. 能阅读有关如何处理不良情绪的短文，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，句型写出自己遇到的问题以及处理的方法，并能
为有类似烦恼的同伴提出合理的建议。
Emtinal aims：
通过本节课的学习，让学生明白积极的情绪可以让他们健康成长，有利于他们的身心发育。当有不良情绪滋生的时候，要学会寻求帮助和适当宣泄。
教 学
重 点
难 点
Key pints：
1. 学生能正确拼读、书写并运用黑体单词，能用描写情绪和情感的形容词和提出建议的动词及相关短语描写人物的不同情绪, 并给予心情不好的同伴合理的建议。
2. 掌握运用原因状语从句和同级比较结构。
Difficult pints
综合运用本话题的语法，词汇，句型进行写作，解决实际问题。
教 学
准 备
多媒体课件
教
学
过
程
1. Greet the students and make them ready fr learning.
2. The teacher asks the students t review the wrds and phrases f Sectins A-C by playing
the game: What’s missing? The teacher puts the wrd cards up the blackbard and asks the students t remember them. After that the teacher takes ne f the cards away while the students are clsing their eyes. And then the teacher asks the students t answer the questin: What’s missing?
3. The teacher shws the new wrds and phrases with the pictures r the Chinese meanings n the screen.
4. The teacher asks the students t match the wrds r phrases with their meanings f 1a.
5. The teacher asks tw students t tell the answers.
1.The teacher asks the students t skim the passage f 1a.
2.The teacher asks the students t read the passage frm th beginning t …even thugh it was an accident,and then answer the Questins 1-3 f 1b:
(1) Hw did Jeff feel when his brther died in a car accident?
(2) At first, hw did Jeff deal with his sadness?
(3) Why was he angry with the driver?
3. The teacher asks the students t read the rest part f the passage, and answer Questins 4-5 f 1b:
(4) Why is Jeff feeling better nw?
(5) What can yu learn frm Jeff?
4. The teacher asks the students t read the whle passage and check the answers.
5. The teacher asks tw students t write the answers n the blackbard and helps the students check the answers.
1. The teacher asks the students t read the whle passage carefully t find ut the difficult pints and sum up the main pints f the passage.
2. The teacher makes a summary t explain the key pints and difficult pints t the students.
(1) deal with
(2) fr example/ such as
lder/ elder
(3) refuse t d sth.
(4) even thugh
(5) nt… any lnger= n lnger
(6) use—useless
Sad—sadness
fair—unfair
happy—unhappy
3. The teacher asks the students t wrk in pairs and talk abut hw they deal with sadness.
4. The teacher asks the students t answer the questins by themselves:
(1) Why did yu feel sad?
(2) Hw did yu feel at first?
(3) What did yu d t deal with sadness?
(4) Hw did yu feel later?
5. The teacher asks Member B f every pair t reprt the answers abve.
6. The teacher asks the students t write a shrt passage.
1. The teacher asks the students t read the sentences f the first grammar table t review the adverbial clauses f reasn.
2. The teacher asks the students t read the sentences f the secnd table t review the usage f the equal cmparisn.
3. The teacher shws the exercises n the screen. Finish the fllwing sentences.
(1) Lucy/ tall/ Lily
(2)The red pencil / nt
lng/the yellw pencil
4. The teacher asks the students t read the sentences f the functin table t review the useful expressins.
5. The teacher shws the exercises n the screen.
Cmplete the fllwing sentences:
(1) What s___ t be the prblem?
(2) I’m new here. I’m
really upset and
l____.
(3) —_____ becme my friend?
—Yes, I’d like t.
(4) My mther ften ____ (和我谈心) me.
(5) Hw are yu f____ tday?
1. N ne can be happy all the time. The teacher asks the students t ask their classmates abut their prblems.
2. The teacher asks the students t discuss the prblems in grups and find the ways t slve them.
3. The teacher asks the students t write dwn their wn suggestins.
4. The teacher asks tw students t write dwn their passages, Dealing with Sadness, using the language they’ve learned n the blackbard.
5. The teacher checks the passages with the students. Then the students change their papers and check thers’ papers.
6. The teacher assigns hmewrk:
(1) The teacher lets the
Students finish the
essay Dealing with
Sadness after class.
(2) The teacher asks the students t prepare the wrd cards t preview the vcabulary in Tpic 3.
作 业
布 置
完成同步练习
课堂总结
Students are weak in giving advice t peple in bad mds. The teacher shuld design mre exercises abut adjectives t describe feelings and emtins and verbs t give advice. The teacher shuld pay mre attentin t the writing teaching. Design the writing steps carefully.
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