仁爱版英语教学案例设计八下Unit 5 Topic 3

仁爱版英语教学 案例 全员育人导师制案例信息技术应用案例心得信息技术教学案例综合实践活动案例我余额宝案例 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 八下Unit 5 Topic 3 Topic 3 Many things can affect our feelings. Section A . Aims and demands 1. Learn some new words: nervous, bitter, sleepy, CD, DVD, test 2. Learn how to describe feelings. These days I feel very bored and lonely at home. 3. Learn the usages of“make + object + v./adj.”and“let+object+v.”. It makes me feel nervous. Some TV programs make me sleepy. Let Jim play instead of you. 4. Emotions Fear: I’m worried about the test at the end of the month. Reassurance: Don’t be afraid! Be brave! Take it easy. Don’t worry. Sympathy: I’m so sorry about your illness, but it can’t be SARS. 5. Attitudes Hope and wish: I hope so. Likes and dislikes: I hate to go to the hospital. 6. Social Communications Seeing the doctor How long have you felt like this? 1 Step 1 Review 复习电话用语并导入新课。 (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机 进行师生对话，复习打电话及询问病情的表达。) (T: Suppose one student was absent, now I will make a phone call with him/her.) Example: T: Hello! May I speak to Li Ming? S: Hello! This is Li Ming speaking. 1 T: What’s wrong with you? S: I have a cold. 1 T: Oh, I’m sorry to hear that. Don’t worry. Take a good rest. S: Thanks a lot. 1 Step 2 Presentation 呈现并学习1a，完成1b。 1. (让学生先看1b, 然后带着任务去听1a。) T: Boys and girls. Turn your books to page 17. Read 1b first. Then listen to 1a with your books closed. If you can’t understand it, you may open your books. 2. (完成1b。) T: Can you answer the questions in 1b? S: Maybe… 1 S: Let me have a try… 2 T: OK. Let’s check them together. (问 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 答案不是唯一，学生回答越全越好，应多鼓励。) 3. (教师板书关键词。) sound terrible feel nervous be sorry about You need ... I hate to… be afraid of Don’t be afraid! Be brave! 4. (理解对话，尽量让学生提问，学生回答，不足之处由教师补充。) 2 T: Do you have any questions about the dialog? S: Yes, what’s the meaning of“…”? 3 T: Who can help him/her? S: I can… 4 … Step 3 Consolidation 巩固1a，并学习2。 1. (放1a的录音, 让学生跟读，注意语音语调。) T: Read after the tape, and pay more attention to the pronunciation and intonation. 2. (让学生自读。) T: Now, read by yourselves. 3. (询问几名学生是否担心下周的英语测试，并给予安慰。) (板书生词。) test 测试 T: S, are you worried about the test next week? 1 S: Yes. I’m afraid of getting poor results. 1 T: Take it easy. You can do a good job. 4. (引导学生学习更多关于安慰别人的用法。) T: Michael missed a lot of lessons because of his illness. So he is also worried about the test. Can his classmates help him? Let’s come to 2 to find it. (教师呈现小黑板上的听力任务。) How does Michael feel at home? When will there be a test? What will his friends do for him? (播放2的录音，学生听后回答问题。) T: Listen to 2 and answer the questions on the small blackboard. 5. (与学生一起核对答案，并解释文中难点。) T: Now, let’s check the answers together. 3 6. (让学生在书上画出表示安慰的词或句子。) T: Listen again and underline the expressions of reassurance, for example: Don’t be afraid… 7. (让学生多读几遍直至熟悉，然后表演对话。) T: Work with your books, then close your books and try to act it out with your partner. (为下一步串演作准备。) Step 4 Practice 操练1a和2，并完成3。 1. (教师展示写有表示情感的词的卡片，S说出句子，S安慰他/她。) 12 be afraid of make me feel nervous make me sleepy 4 2. (让学生模仿卡片上的例子，使用“make”造短语。) T: Please use“make”to make phrases as many as you can. S: Make me happy. 3 S: Make him feel nervous. 4 … 3. (四人一组串演1a和2, 可以改编，可以用真实姓名等。) T: Now make your own short play according to 1a and 2. You can use your own names. Example: S: Hello, Li Lei? This is Tom speaking. 5 S: Hello! … 6 … (此表演让学生先准备，然后找几组来示范。) T: OK. I’ll ask some groups to act it out. G: … 1 … T: Well done! 4. (完成3。) T: Please finish 3 by yourselves according to 1a and 2. (核对答案。) T: Let’s check the answers. Step 5 Project 探究学习本课目标语言。 1. (小组活动，四人一组，学生以表格形式调查生病时的感受及如何安 慰。) Name Feelings Reassurance … … … (1) (学生仿照下面的例子造句并填表。) 5 T: Make sentences according to the following example, and then fill out the form. Example: S: How will you feel when you are ill? 1 S: I feel… 2 S: How do you reassure S? 12 S: He/She should… 3 … (2) (让学生作报告，完成1c。) T: Boys and girls, please report your results. Who will try? Example: I feel…when I am ill. He/She feels…when he/she is ill. He/She should… T: Discuss with your group members according to your results. 2. Homework: (1)用括号内单词的正确形式填空。 ? I (feel) even (bad). ? Michael (feel) a little (good). ? SARS (make) him so tense. ? The song makes (we) happy. ? Miss Wang made her (sit) down. (2)(自由发挥，编写一段含有询问病情及安慰和建议的对话。) Fear Reassurance Section B . Aims and demands 1. Learn some new words and phrases: 6 put on, boss, monitor, get along with, speech, passport 2. Review describing personal feelings. He is feeling better. Illness usually makes us sad, worried and frightened. 3. Go on learning the usages of“make + object + adj./v./n.”and“let + object + v.”. We should do something to make him happy again. That will make him or her get well soon. The doctor let Michael rest for a few days. Your classmates make you monitor. 4. Go on learning to express emotions. Step 1 Review 复习Section A对话并导入新知识。 (方案一) 1. (由学生表演Section A中的对话。) T: I’ll ask some students to act out the dialog in Section A. Who wants to try? S : I will. 1 … 2. (几组学生表演后，教师提问，并引导学生回答。) T: What was Michael afraid of? Ss: He was afraid of catching SARS. T: Yes, because illness made his feelings change. Do you know what we can do? Ss: I don’t know. T: If we are in a good mood, everything around us will go well. Ss: Then what should we do? T: We should try to smile at life. 3. (将画线部分板书到黑板上并解释。) 7 mood, smile at life (方案二) 1. (教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表 达 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 。) T: Now I act as Michael. I don’t feel well, please reassure me. I’m afraid of catching SARS. Am I dying? Ss: No, Michael. Don’t worry. You’ll get well soon. T: I’m afraid of taking bitter medicine. Ss: Don’t be afraid! Be brave! T: I’m nervous about the test at the end of the month. Ss: Take it easy. We can help you. … 2. (让两名学生表演。) T: Let’s do it again. Who wants a try? S: I will. 1 Step 2 Presentation 呈现并学习1a中的重点词句。 1. (教师将已设计好的听力问题呈现在黑板上。) Is Michael feeling better now? Can things make our feelings change? What should we do when we are ill? 2. (让学生听1a的录音，并回答问题。) T: Listen to 1a and answer the questions on the blackboard. 3. (教师核对答案。) T: Let’s check the answers to the questions. (可先让学生讨论后再核对。) 4. (与学生一起找关键词，板书到黑板上。为下面复述课文作铺垫。) T: Let’s find the key words together. feel better—That’s great!—Illness usually makes us sad, worried and 8 frightened.—affect—in a good mood—become healthier—sad and worried—be bad for—ill—smile at life—give a surprise Step 3 Consolidation 巩固1a，完成1b。 1. (放1a的录音, 要求学生跟读，注意语音语调的变化。) T: Please follow the tape and pay attention to the pronunciation and intonation. 2. (让学生自读1a, 完成1b的填空。) T: Please read 1a again. Then fill in the blanks in 1b. (检查答案。) T: I’ll ask someone to tell us the right answers. Would you like to do it, S? 1 … 3. (组织学生分角色朗读课文，为下面复述课文做准备。) T: Read the dialog in roles, please. 4. (让学生根据关键词复述课文，可以让学生先准备两分钟左右，待学生 完成后，再进行复述，复述时以接龙的方式进行。) T: Close your books, please. Look at the key words on the blackboard and try to retell it. You can prepare it for two minutes. (两分钟后) T: Now, time is up. Are you ready? Ss: Yes. T: Who wants to be the first? S: I will. Michael feels better. 1 S: … 2 (这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达 能力和语言组织能力。活动结束后，教师给出符合实际的 评价 LEC评价法下载LEC评价法下载评价量规免费下载学院评价表文档下载学院评价表文档下载 ，以鼓 励为主。) Step 4 Practice 9 编对话并表演，完成2和3。 1. (让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一 些表示情感的词或句子。) T: Have you got (a) toothache before? Ss: Yes. / No. T: Now, if you’ve got a toothache, what should you do? Ss: Go to see a dentist. T: Right. Let’s make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences about expressing emotions in 2. Example: A: I’m afraid of… / I’m worried about… B: Calm down. / Don’t be afraid… (让学生先准备两三分钟，再表演。并对其进行合理评价。) 2. (完成2。) T: OK. Let’s listen to 2. There is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2. (核对答案。) T: Check the answers together. 3. (教师用幻灯的形式展示图片完成3。) T: Please look at the pictures in 3 and make sentences with the pattern “make/let somebody do/not do”. (让学生先仔细观察例句，自己总结出句型，提醒学生make，let后面 加动词原形，再请四名学生分别把答案板书到黑板上，然后一起检查 答案。) T: I’ll choose four students to write their answers on the blackboard. (一分钟后) T: Please look at the blackboard and find out the mistakes. (呈现学生板书的答案。) The boss makes the worker to work for 16 hours a day. 10 Mother doesn’t let her child to watch TV. T: Are they right? Ss: No. T: How to correct them? Ss: Cut“to”. T: Yes. Good. (呈现学生板书的答案。) The man makes the horse run faster. The girl lets the teacher know about her sadness. T: Are they right? Ss: Yes. (如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学 生注意make, let后动词的形式。) 4. (让学生用“make/let somebody do/not do”造更多的句子。) T: Please make sentences using“make/let somebody do/not do”as many as you can. Step 5 Project 1. 探究处理4。 (让学生先自学4中的生词和短语，然后讨论完成4并派小组报告员 向全班同学汇报。) Example: T: Which situation makes you nervous? Ss: ... T: Which situation makes you happy? Ss: ... ... 2. 让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或 害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法 和技巧，以培养学生处理应急事情的能力及生存的能力。 11 Section C . Aims and demands 1. Learn some new words and phrase: moon, especially, hang, thought, try out, noise 2. Go on learning the sentence pattern:“make + object + v. / adj.”. Sometimes it makes me feel happy. Rock music always makes me want to dance. 3. Talk about the influences of different things on feelings. I think the moon can affect my moods. The environment can change my feelings. I think the weather can affect my moods. Sometimes colors can affect my feelings and moods. Step 1 Review 师生交谈，导入新课。 (方案一) T: I will tell you a piece of news. My pet dog died yesterday. I feel sad. (教师在黑板上画简 笔画表示悲伤。) Ss: Oh, that’s too bad. We are sad, too. T: (播放轻快音乐。) How do you feel now? Ss: We feel better now. (引导学生用简笔画表示开心。) T: Then do you know what can affect our moods? 12 That’s to say, what can make us happy or sad? (让学生自由讨论两分钟左右，为引出新课作铺垫。) (方案二) 1. (让学生表演Section B中的对话。) T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please. (组织三或四组学生表演对话。) 2. (让学生根据教师板书的话题进行小组讨论并表达自己的情感，然后表 演。) T: You see, different situations, different feelings. Different feelings, different actions. What actions you’ll do in the following situations? Do you want to express your feelings exactly? Well, talk about the situations in groups first and then I’ll ask someone in your group to act out. Now let’s begin. I am going abroad! I just saw a UFO! I just found one million dollars! I just bought you a car! You are buying a house! Your pet dog died yesterday. You see your classmate making faces. Your father hit you yesterday. (可以把材料写在纸上或用多媒体等展示出来。) T: OK. Let’s act out your feelings in class. The others tell me what his/her feeling is. Do you understand? Ss: Sure. T: OK. Go! Group 1. (表演完之后。) T: Good, very good. (以下方式同上。) 13 T: What do you feel now? S: I feel happy. 1 S: I feel… 2 … T: What can affect our feelings? Let’s go to Section C. Step 2 Presentation 呈现并学习1a。 1. (出示一幅明月悬空图，通过师生问答，自然呈现1a。) T: It’s so round and bright. What is it? Ss: It’s the moon. T: Yes. How do you feel when the full moon is hanging in the sky, especially you are not with your family? Ss: We often feel very lonely. T: Yes, it’s unhappy feeling. At that time, the tears may come to your eyes. (教师边陈述边板书画线生词，让学生猜词义然后适当解释，用这种形式 引入1a。) moon hang especially feeling tear (告诉学生许多东西能影响人的情绪，让学生听1a的录音，设置听力任务，找到问题的答案。) T: We know many things can make our feelings change. Here are some examples. Please listen to 1a and answer the questions. (将设置好的听力问题呈现在黑板上。) (1) How does the girl feel when seeing the full moon? (2) How does the boy feel when he is in a different environment? (3) How does the boy feel when the sun shines brightly? (4) What colors are warm colors? 2. (播放1a的录音，为降低听力难度每播放一段录音呈现一个问题，让 学生互相讨论后核 对答案。) T: Listen to 1a and then check the answers after discussing in class. 14 3. (解释1a中的重难点。) T: Do you have any questions about the passages? S: What’s the meaning of… 1 S: … 2 … (以上环节教师应注意补充学生未提出但应讲解的要点。) Step 3 Consolidation 巩固1a中的重难点。 1. (再放1a录音, 学生跟读。) T: Follow the tape please. 2. (让学生在1a中画出含有make/let+sb.+adj./v.的句子。进一步熟悉这一 结构。) T: Underline the sentences with the structure “make/let+sb.+adj./v.” in 1a. 3. (让学生重新阅读短文并找出关键词。) T: Boys and girls, please read the passages again and underline the key words. (教师总结关键词并板书。) Paragraph 1: the moon — affect — happy — sad — feel very lonely Paragraph 2: environment — change — noisy — fall asleep — clean and quiet — happier Paragraph 3: weather — affect — rains — unhappy — sun — make — happy Paragraph 4: orange and yellow — warm colors — confident; blue and white — calm colors — feel calm; green — nature color — energy; red — strong color — make active 4. (学生根据板书的关键词复述课文。为降低难度，可分段复述。) T: Now, let’s retell the text ... Step 4 Practice 练习完成1b和2。 1. (完成1b。) T: Many things can affect our feelings. Please fill out the form in 1b. 15 (教师板书给出一些建议。) The full moon makes me sad. The full moon makes me miss my friends. Some noise makes me bored. A noisy city makes me nervous. Sunny days make me happy. Windy days make me active. Blue makes me feel quieter and calmer. White can make me more helpful. A quiet environment makes me happy. A noisy environment makes me worried. A bad environment makes me bored. Loud music makes me angry. Soft music makes me want to sleep. Funny movies always make me laugh. Moving movies make me sad. (以上建议亦可以卡片的形式呈现。) (在操作过程中，应鼓励学生尽可能多的说出自己的想法。) 2. (核对答案后让学生仿照例子造句，要求学生以小组为活动单位。) T: Now, make sentences as many as you can. Example: I was happy when my teacher made me monitor. 3. (小组报告结果，并将一些典型句子分类板书到黑板上。) It makes me happy when I wear bright clothes. It makes me active when I wear red. It always makes me want to dance when I hear rock music. It always makes me cry when I watch sad movies. I was happy when my teacher made me monitor. … 4. (引导学生完成2的写作练习。) 16 T: What can affect your feelings? Choose one of the things in 1b and write a passage. Discuss in groups and then report to class. You can do it according to the example in your books. Step 5 Project 探究学习如何表达情感。 1. (表达情感。) T: We know everyone has different feelings about different things. For example, we’re very happy when we meet our old friends. It makes us very worried when we can’t find something that we need. Boys and girls, how do you feel if you lose your books, toys, or other things? How do you express your feelings with your facial expressions and gestures? First talk about the questions in groups, and then act the dialogs out in class. Example: S: How do you feel when you lose your books? 1 S: It will make me sad. 2 … (配合相应的表情和动作。) 2. Homework: (让学生在练习本上写出所有学过的关于“情感”的单词。) Section D . Aims and demands 1. Learn some new words and phrase: spirit, magazine, decision, think over, sense, husband 2. Review the usages of: (1) make + object + adj. (2) make/let + object + v. (3) make + object + n. 17 3. Review expressions of emotions. 4. Learn how to take care of ourselves. Step 1 Review 复习表示情感的形容词并导入新课。 1. (一名学生上台描述下列事情，并用手势和脸部表情表达感情，其余学 生猜。) T: One student describes the things below using gestures and facial expressions, and others guess. My parents don’t let me do my homework with my classmates. I have a lot of homework to do every evening. I can play computer games every evening. My friend will leave this school. Example: S: My parents don’t let me do my homework with my classmates. 1 (同时利用手势和脸部表情来表演自己的情感。) S: Do you feel happy? 2 S: No, I don’t. 1 S: Do you feel sad? 3 S: Yes, I do. 1 … (以下的操练同上。) 2. (学生操练后，教师总结发言。) T: Many things around us may affect our feelings or moods, such as colors, weather, news and the environment. Do you know how to relax yourselves? How to take care of yourselves? Let’s come to Section D. Step 2 Presentation 呈现并学习1a的短文。 1. (让学生阅读1a，并找出文中出现的生词及重难点，分组讨论并自行解 决，然后教师适当 18 讲解。) 2. (让学生再读1a的短文并找出文中呈现的建议。) T: Now please read 1a and find out the suggestions in the passage. (板书) Relax and exercise every day. Remember to eat healthy food and sleep well. Talk with your friends, parents, or teachers often. Get help from newspapers, magazines, TV or the Internet. Before making an important decision, think it over. Get back to your daily activities. 3. (教师说出一些平时出现的情感，让学生试着给出建议。) T: I often feel tired. Ss: Relax and exercise every day. T: I’m so fat and I often feel sleepy. Ss: Remember to eat healthy food and sleep well. … Step 3 Consolidation 巩固1a并完成1b。 1. (让学生听1a的录音并跟读。注意语音语调。) T: Boys and girls, let’s follow the tape. Pay attention to the pronunciation and intonation. 2. (让学生自读课文，注意表达建议的句子。) T: Please read the passage by yourselves. Pay attention to the sentences about suggestions. 3. (将学生分为男女两组，让学生用以下词组快速造句。两组学生以竞争 的形式举手抢答，每说一个句子得1分。) (板书关键词组。) take care of, talk with, tell…about, get…from, think over, make…decision, get back to T: Please make sentences using the given phrases. First, divide the class 19 into two groups. Girls are Group A, boys are Group B. Let’s see which group is the winner. G: We should take care of ourselves. A … 4. (全班讨论。) T: We have known many ways to change our feelings when we are in bad moods. Please discuss with your partner and try to find out more ways to give suggestions. Then report them in class. Example: S: When you are in a bad mood, what will you do? 1 S: I will talk with my good friends. 2 … 5. (完成1b。) T: Please look at 1b and write down some other suggestions. Example: Listen to music. Go hiking with your friends. … Step 4 Practice 学习3a，并完成2。 1. (两人小组对话，必须使用make的用法。) T: Boys and girls, please talk in pairs like this: A: How do you feel when walking alone? B: Walking alone/It makes me feel afraid. (注意替换画线部分。) 2. (学习3a。) 让学生回忆前面学过的内容，自己归纳本话题的语法重点，也可以分 组讨论的方式来处理该部分。教师在学生讨论的过程中，在班里巡视， 必要时给予指导和帮助。 20 T: OK, now, can you sum up the usage of“make”? S: Yes. Make + object + adj. 1 S: Make + object + v. 2 S: Make + object + n. 3 (将画线部分板书到黑板上。) make+object+adj. make+object+v. make+object+n. 3. 听录音，完成2。 T: Now look at 2, and listen to the tape. Then choose the best answers. (教师核对答案。) Step 5 Project 小组探究完成4和3b。 1. (完成4。) (要求学生小组活动，填写下面图表。) Words about feelings Masks „ Sentences (1) (四人小组活动，找出所有学过的表示情感的词，填入表格。) (2) (四人小组活动把相关的句子找出并填入相应的面具下面。) (3) (选择其中一种情感，画个面具。) (表内面具仅供参考。) (4) (两人一组以所画面具表情为主题进行对话。) T: Boys and girls, please work in groups of four. You should finish the 21 four steps. (1) Find out all the words about feelings you have learned. (2) Find out the sentences which can match the masks given. (3) Choose one of the feelings and draw a mask. (4) Make a dialog to express the feeling you’ve chosen. (下面以一个笑脸 happy 和伤心的脸 sad为例编对话。) Example: S: How do you feel? 1 S: I am/feel sad. What about you? 2 S: I am happy. 1 S: What can I do when I feel sad? 2 S: You should talk with your friends. 1 … (学生的对话不限，内容只需是有关情感方面的话题。学生操练后，要 求一些学生在班上表演。) 2. Homework: (完成3b，让学生围绕Topic 3的内容，用3b中的句子编对话。) 22