仁爱英语八年级下册教案 - 副本

仁爱版八年级英语下册 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 ————铜仁市第九中学英语教研组PAGE\*MERGEFORMAT83Unit5FeelingExcitedTopic1Youlookexcited.SectionAⅠ.Materialanalysis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3。本课通过Jane询问Kangkang兴致勃勃的原因，引出对话的主题：描述情绪与表达情感。对话呈现了本课所要学的语法重点：linkingverb+adjective,并呈现了新出现的短语：invitesb.todosth.,复习了已学过的重点短语preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.和aticketto…的用法，同时在对话中呈现了交际功能用语：Howareyoudoing?Verywell,thankyou.Guesswhat!和Whatapity!帮助学生学会如何表达和描述情绪。通过Kangkang的父母邀请Jane,Maria和Michael的父母去看电影TheSoundofMusic,把小伙伴们留在家里小聚，以及Ｍr.Brown没有买到TheSoundofMusic的票引出描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时，培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。Ⅱ.TeachingaimsKnowledgeaims：1.学生能正确拼读并运用以下词汇：(1)单词表中的黑体单词invite(2)连系动词：be,look,feel,taste,smell和sound(3)描述情绪的形容词：excited,happy和disappointed2.学生能正确运用以下短语造句：invitesb.todosth.preparesth.forsb.saythanks/goodbye/hello/sorrytosb.aticketto…3.学生能自如地运用以下功能句进行交流：Howareyoudoing?Verywell,thankyou.Guesswhat!Whatapity!Skillaims：1.能听懂有关情绪的询问与表达的简单对话和陈述。2.能正确地运用本课的交际功能用语问候或表达情绪。3.能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4.能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotionalaims：通过对SectionA的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。Ⅲ.ThekeypointsanddifficultpointsKeypoints：学生在交流中能自如地运用系表结构和以下短语：invitesb.todosth.preparesth.forsb.saythanks/goodbye/hello/sorrytosb.aticketto…Difficultpoints：1.学生对功能用语Howareyoudoing?的理解。2.描述他人情绪时连系动词正确形式的运用。Ⅳ.Learningstrategies通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。Ⅴ.TeachingaidsComputermultimediaprojector,theflashofthesong,DoReMi.Ⅵ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.2.Studentsdescribetheirownfeelings:Yes,weareveryhappy.3.Studentsobservethepictureandanswerthequestion:Yes,theydo.4.Studentsaskandansweraccordingtothegivenpictures,wordsandtheexampleonthescreen.Picture2:-Howdoesthefoodtaste?-Ittastesdelicious.Picture3:-Howdotheylook?-Theylookhappy.Picture4:-Howdoesthesongsound?-Itsoundswonderful.Picture5:-Howdotheyfeel?-Theyfeelexcited.Step21.Observethepictureof1aandanswerthequestion.2.Studentsmakesuretheyunderstandwhatthestatementsmean.3.Studentstrytofindoutthewordsexpressingfeelingsandhavetheirownanswerswithoutwatchingtheflash.4.Studentscatchthegeneralideaofthedialogueandmatchthethreepartstomakecorrectsentences.5.Studentswatchtheflashforthesecondtime,payingattentiontothepauses.6.Volunteersreadtheanswers.Checktheanswersandcorrectthewrongparts.7.Thinkaboutthereason:BecauseKangkang’sparentswanttoinvitehisfriends’parentstogotothemovies,andtheycanspendtheeveningatKangkang’shouseandenjoysomedeliciousfoodthere.Step31.Studentsaskandanswerquestionsinpairsbasedon1b.2.Read1aandcompletethepassagein1d.3.Volunteerswritetheanswersontheblackboard.4.Studentsreadtheconversationaftertherecordingsentencebysentence.5.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.6.Studentsreadtheconversationbythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.7.Studentsunderlinethelanguagepointsintheirbooksandmakesomenotes.Step41.Studentslookatthepicturesandguessthefeelingsofthepeopleinpictures3.2.StudentslistentoandfinishAin3first.3.Studentschecktheanswers.4.Studentswritedowntheiranswersintheirbooks.5.StudentschecktheiranswerstoBin3.Theymaydiscussingroups.6.Fourstudentsfromeachgroupshowtheiranswersontheblackboard.7.Askandanswerquestionsinpairsbasedon3.Example:-Howdoestheteacherfeel?-Shefeelsangry.Step51.Studentsmakeuptheconversations,usingthelinkingverbsandtheadjectives.-Howareyoudoing,Mike?-Verywell,thankyou.Youlookhappy.Why?-Becausewewillgotothemoviesthisafternoon.2.Thestudentsactouttheirownconversationsinpairs.3.Learntocareforothers’feelings4.StudentssummarizeSectionAwiththeteacher.5.Studentsfinishafterclass.(1)Memorizethesummaryafterclass.(2)Studentswriteapassageaccordingtotheconversationin1aandprepareforthereportingtomorrow.(3)PreviewSectionBafterclass.It’seasyforthestudentstounderstandthestructureof“linkingverb+adjective”.Butit’salittlehardforthestudentstousethecorrectformofthelinkingverbsintheirownconversations.Teachershoulddesignmoreoralpracticeforthestudents.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionA1.-Howareyoudoing?-Verywell,thankyou.G1G2G3G42.linkingverb+adjective24123.Guesswhat!32224.invitesb.todosth.12225.oneof+最高级+名词复数6.preparesth.forsb.7.saythanks/hello/sorry/goodbyetosb.8.aticketto…Unit5FeelingExcitedTopic1Youlookexcited.SectionBⅠ.Materialanalysis本节课建议用两课时上完。主要活动为1a和2a。本课通过Steve询问KangkangMr.Brown不高兴的原因，继续谈论本话题的主题：描述情绪与表达情感。重点呈现本话题所要学的语法重点：linkingverb+adjective,并呈现了新出现的连系动词seem,复习了用love,favorite和like…best表示喜好，同时在对话中复习了交际功能用语：What’sthematterwith…?在2a中让学生观察学会分组记忆单词，并正确掌握以-ed结尾的形容词和以-ing结尾的形容词的用法上的区别。要求学生在学会课本语言知识的同时，在闲暇时间有健康向上的个人爱好，陶冶情操，提高个人的自身修养，并培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。Ⅱ.TeachingaimsKnowledgeaims：1.学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正确读出连读和句子的语调，并能区分出和读准需要重读的实词。2.学生能正确拼读并运用单词表中的黑体单词seem,并正确运用以-ed结尾的形容词和以-ing结尾的形容词。3.学生能正确运用“linkingverb+adjective”结构造句。4.学生能自如地运用系表结构的句子进行交流来谈论情绪。Skillaims：1.能听懂有关情绪的询问与表达的简单对话和陈述。2.能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。3.能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4.能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotionalaims：通过对SectionB的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.linkingverb+adjective2.正确运用以-ed结尾的形容词和以-ing结尾的形容词。Difficultpoints：1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。2.对句子中需重读的词的正确把握。Ⅳ.Learningstrategies1.对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。2.通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很好的学习途径。Ⅴ.TeachingaidsComputermultimediaprojector,phoneticsyllablecards,wordcards.Ⅵ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.2.Readthepassage.3.Studentsdiscussingroups,tryingtoanswertheteacher’squestion:Maybehedidn’thaveatickettoTheSoundofMusic.4.Studentslistencarefully,guessingthemeaningsof“seem”withthehelpofthepicture.Step21.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegeneralideaoftheconversation.3.Studentsmark“T”or“F”.4.Studentscorrecttheiranswerswhilereading.5.Volunteerswritetheiranswersontheblackboard.6.Studentsanswerthequestion:Becausehecouldn’tgetatickettoTheSoundofMusic.7.Read1acarefullyandfindoutallthe“linkingverb+adjective”structures.8.Findoutallthestructures.Underlinethestructures.9.KnowaboutsomethingaboutCatsandAvatar.Step31.Studentsreadthedialogueaftertherecordingsentencebysentence.2.Studentstrytofollowthespeed.3.Studentsfinish1cingroupsofsix.Eachofthefivestudentsretellsasentenceof1aaccordingtothekeypoints.Thenthesixthstudentlinksthemtogethertoformapassage.4.Studentsreadthewordsin2a.5.Studentslistento2aandchecktheirpronunciations.6.Studentsobservethewordsandsumuptheirdifferentformsandusages.7.Makethenote:“-ed”形容词表示“感到……的”，其主语是人，在句中作表语或定语；“-ing”形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。Step41.Studentsfinish2baccordingtothenotein2a.2.Checktheanswersandcorrectthewrongones.3.Studentstrytocatchthegeneralideaofthepassage.4.Studentscompletethesentences.5.Volunteerswritetheiranswersontheblackboard.6.Volunteersreadthephonetics.7.Studentscorrecttheirpronunciationwhiletheteacherisreading.8.Studentsreadthephoneticsandthegivenwordsin4aandsaytherulesforspelling.9.Studentsreadthewordsonthecards.10.Readthesentencesintheboxin4b.11.Studentsreadaftertheteacher.12.Studentsfinish4binpairsandpracticeitwiththeirpartners.Step51.Studentsactouttheconversationof1aingroupsoffour2.Thinkaboutandsayoutlinkingverbsandadjectivesasmanyaspossible.3.Studentssumupthemainpoints.4.Studentsfinishtheirhomeworkafterclass.(1)Makeupsentences.(2)Memorizethesummaryafterclass.(3)Searchtheinformationaboutthemovie,TheSoundofMusic.(4)PreviewSectionCStudentsunderstandthestructureof“linkingverb+adjective”wellandtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercisesabouttheusagesofadjectivesendedwith–edand–ing.TheyareveryinterestedinthemovieTheSoundofMusicafterlearningSectionAandB.It’shelpfulforthemtolearnSectionC.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionB1.seemunhappyG1G2G3G4feeldisappointed2412beinteresting/fun3222beboring1223beexciting2.Great!Hemustbeexcitedtogetit.OK.Iwilltellhimtheexcitingnewsrightnow!Unit5FeelingExcitedTopic1Youlookexcited.SectionCⅠ.Materialanalysis本节课建议用一课时完成，主要活动为1a和2a。1a呈现了在前两课中多次提到的音乐剧TheSoundofMusic的故事梗概，让学生了解了这部经典的影片的大致故事情节，学习年轻活泼的女主人公Maria积极乐观的生活态度，和通过音乐表达出来的对孩子的爱心，对生活的热爱和面对困难时对理想的锲而不舍的精神。学生在阅读引人入胜的电影故事的同时自然地丰富他们的语言积累，在运用中继续学习linkingverb+adjective这一结构的表达。课后要求学生写一篇有关采访Mr.Brown关于TheSoundofMusic的对话，旨在培养学生乐于接受优秀的异域文化，学会对优秀影视作品的欣赏，拥有积极乐观的生活态度。Ⅱ.TeachingKnowledgeaims：1.学生能根据音标，正确朗读出单词表中单词及短语。2.能正确拼读并运用黑体单词。3.学生能正确运用“linkingverb+adjective”结构造句。4.学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。oneof…,carefor,becomeangry,becauseof,teachsb.todosth,cheersb.up,Skillaims：1.能听懂本课文本材料以及与电影内容相关的课堂用语。2.能熟练地口头谈论有关TheSoundofMusic的故事大意及经典音乐的话题。3.能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4.能规范地写出有关采访Mr.Brown关于TheSoundofMusic的对话。Emotionalaims：教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.正确运用单词表中单词及短语。2.正确运用“linkingverb+adjective”结构造句。Difficultpoints：1.lonely和alone的区别运用。2.采访对话的写作。Ⅳ.Learningstrategies:1.观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。2.分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。Ⅴ.TeachingaidsComputermultimediaprojector,theflashesofthesongs,TheLonelyGoatherdandEdelweiss.Ⅵ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.2.Makeupsentences.3.FourstudentsfromdifferentgroupsreportsomeinformationaboutTheSoundofMusic.4.Studentsenjoythesong,Edelweiss.Thenlookatthepictureandguesswhatthetextisabout.5.Studentsreadthewordsintheboxandguessthemainideaofthetext.6.Thestudentsskim1aandchecktheguessing.Step21.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentsreadthefirstparagraphandcompletethefirsttable.3.Studentsreadthesecondparagraphandcompletethesecondtable.4.StudentsreadParagraph3andfinishthethirdtable.5.Thestudentsreadthewholepassagesilently,checkingtheiranswers.6.StudentsscanParagraph1andanswerthefirstquestion.7.StudentsscanParagraph2andanswerthesecondquestion.8.StudentsscanParagraph3andanswerthethirdquestion.9.Studentsscanthewholepassageandanswerthelastquestion.Thencheckalltheanswers.Step31.Studentsreadthroughthepassageandfindoutthelinkingverb+adjectivestructure.2.Studentstrytofollowthespeed,payingattentiontothepronunciation.3.Studentsreadthepassagebythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.4.Thestudentsunderlinethelanguagepointsintheirbooksandmakesomenotes.5.EveryonecanreadthroughthepassagefluentlyStep41.Studentsretellthestoryingroupsoffourbasedon1band1c.2.Studentsfinishtheexercises:Completethesentenceswiththewordsinthebox.lonelyalonebecauseofbecausecheer...uplively⑴Mr.Wanglives___,butheneverfeels___.⑵Bendoesn’tlikeBeijingOpera___hethinksit’stooboring.⑶Hecouldn’tgoforapicnictomorrow____theweather.⑷TheteacheristakingJaneoutto___her__.⑸Mariaisa___girl,andallofuslikeherverymuch.3.Twostudentscorrecttheanswers.Step51.Studentsmakeaninterviewingroupsofsix.2.Allthestudentsshouldknowthemeaningsofthesummary.3.Studentsfinishtheirhomeworkafterclass.(1)Studentsconnectthetopicsentencestogethertofinishwritingtheconversation.(2)StudentssearchtheInternetafterclass.(3)StudentsreviewSectionA,B,andCtoprepareforSectionD.(4)Studentsmayenjoythemovieifpossiblebythemselves.ThestudentslikethetwobeautifulsongsfromTheSoundofMusicverymuch.Theatmosphereofthislessonisactive.It’shelpfultoEnglishteachingandlearning.WeshouldshowmoreinformationthatthestudentsareinterestedinwhenwegivetheEnglishclass.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionC1.lonelyalone2.becausebecauseof3.cheersb.upUnit5FeelingExcitedTopic1Youlookexcited.SectionDⅠ.Materialanalysis本节课为本话题的最后一课时，主要活动为1和2a。SectionD是一节复习课，在综合复习SectionA-C的词汇、语法和功能句的基础上，巩固学生本话题的学习内容。学生将通过1的阅读了解我们的国粹——BeijingOpera的历史起源，主要角色，素材来源及艺术特点，进而让学生在感受京剧的旋律美的同时，体会我们祖国文化的博大精深，更加愿意关心热爱京剧艺术，进而更加热爱我们伟大的祖国，培养民族自豪感。同时通过2a的写作拓展练习，延伸学生的学习内容，检测学生综合运用语言的能力。Ⅱ.TeachingaimsKnowledgeaims：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linkingverb+adjective结构；3.能准确运用本单元重点短语进行写作练习：invitesb.todosth.,preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.aticketto…,becauseof,cheersb.up,comeintobeing,befullof,agreewithsb.,makepeacewithsb.,intheend,bepopularwithsb.,be/becomeinterestedin…等短语。4.能正确做出教师设计的补充词汇对比的练习：｛boring;bored｝｛exciting;excited｝｛alone;lonely｝｛because;becauseof｝｛interesting;interested｝5.学生能综合运用本课短语、句型写出描述不同情绪的短文。Skillaims：1.能听懂与课本内容难度相当的，有关BeijingOpera的历史，角色，意义的听力材料。2.能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。3.能阅读有关自己最喜欢的艺术形式的文章，理解文章，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，句型写出自己最喜欢的某一艺术形式或故事的意义以及人物在某一特定活动或事件中的情绪变化。Emotionalaims：本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.学生能正确拼读、书写并运用黑体单词，能用excited,upset,happy等形容词描述故事中人物的不同情绪,并熟练运用linkingverb+adjective结构。2.掌握interesting和interested的用法区别。Difficultpoints:1.综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。2.正确做出教师设计的补充词汇对比的练习。Ⅳ.Learningstrategies:1.通过整体复习SectionsA-C，让复习也是一种学习的想法根植在学生心中。2.小组学习可以让学生对短文的写作步骤有更深刻的理解。Ⅴ.TeachingaidsComputermultimediaprojector,theflashofthesong,RapFace,thepicturesoftherolesinBeijingOperaⅥ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.2.Makeuptheconversationsinpairs.3.Thetwostudentswritetheirconversationsontheblackboard.4.Observethepicturesandreporttheinformationtheycollected.Step21.Studentsread1andmarkTorF2.Checktheanswersandcorrectthewrongones.3.StudentsscanParagraph1andanswerthequestions.4.Studentschecktheanswers.5.StudentsscanParagraph2andanswerthequestion.6.Studentschecktheanswer.Step31.Studentsreadthepassagebythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.2.Studentsunderlinethelanguagepointsintheirbooksandmakesomenotes.3.Studentsdiscussingroups.4.Studentseachmakeupsentences.5.MemberAofeachgroupgivesthereport.6.Thestudentswritetheshortpassages.Step41.StudentsreadthroughSectionA-CandcompletethesentencesintheGrammarandFunctionstables.2.StudentsreadtheGrammartableandpayattentiontotheunderlinedpartsofthesentences.AndthencompletethesentencesoftheFunctionstable.3.Studentsfinishtheexercisesonthescreen.4.Studentsfinishtheexercisesonthescreen.Step51.Studentsmakesurethenamesoftheirfavoritemovie,playorstory.2.Studentsdiscussthegivenquestionsingroups.3.Studentswritedowntheirownanswers.4.Studentscheckingroups.5.Studentsjointheirownsentencesintoapassage.6.Studentscheckeachother’spassages.7.Studentsfinishthehomework.Studentsareweakinwritingpractice.Theteachershouldpaymoreattentiontothewritingteaching.Designthewritingstepscarefully.TheteachermayletstudentsenjoyarealBeijingOperaafterclass.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionD1.comeintobeing2.agreewithsb.3.befullof4.makepeacewith...5.intheend6.bepopularwithsb.7.be/becomeinterestedin…Unit5FeelingExcitedTopic2I’mfeelingbetternow.SectionAⅠ.Materialanalysis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MissWang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：bestrictwithsb.和beworriedabout….同时在对话中呈现了交际功能用语：Anythingwrong?和Whatseemstobetheproblem?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.TeachingaimsKnowledgeaims：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：seemtodo…,dobadlyin…,bestrictwithsb.,haveatalkwithsb.,beworriedabout…,takeiteasy3.学生能自如地运用以下功能句进行交流。Anythingwrong?Whatseemstobetheproblem?Thankyoufortellingme.Skillaims：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。Emotionalaims：通过对SectionA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.ThekeypointsanddifficultpointsKeypoints：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。Difficultpoints：1.学生对...shehasnofriendstotalkwith.一句中totalkwith的理解。2.在对话中正确运用be+adj.+prep.结构。Ⅳ.Learningstrategies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.TeachingaidsComputermultimediaprojector，thewordcards.Ⅵ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.2.Studentsreporttheirhomework.3.Studentsreadthenewwordsandphrasesonthewordcardstheypreparedbythemselves.4.Studentshaveacompetition.5.Studentsmakeupsentenceswiththenewwordsandphrasestograspthemwell.6.Studentslookatthepictureof1aandguess:What’sthematterwiththesadgirl?WhatareMissWangandHelentalkingabout?Step21.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentscatchthegeneralideaofthedialogue.3.Studentswatchtheflashforthesecondtime,payingattentiontothepauses.Finish1b.4.Studentschecktheanswers.5.Volunteersreadtheanswers.Checktheanswersandcorrectthewrongones.6.Talkabouttheguessing.7.Listentotherecordingandanswerthequestions.Step31.Studentsreadtheconversationaftertherecordingsentencebysentence.2.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.3.Studentsreadtheconversationbythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.4.Thestudentsunderlineintheirbooksandmakesomenotes.5.Studentspreparefor1ainpairs.Theycanaddmoreexpressionsandgestureswhenacting.Step41.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentsmakesuretheyunderstandthewordsandphrasesintheboxwell.3.Studentsreadthee-cardtocatchthegeneralideaofit.4.Studentsreadthee-cardagainandchoosetherightwordsorphrasestocompletethee-card.5.Studentslistentotherecordingandchecktheanswersbythemselves.6.Studentslookatthepicturesof2andmatchtheexpressionsintheboxwiththem.7.Studentsmakeuptwosimplesentenceswiththegivenexpressionsforeachpicture.8.Studentsjointhetwosimplesentencesintoanadverbialclause.9.Studentschecktheanswersandcorrectthewrongones.Step51.Studentsmakeupconversations,usingtheadverbialclausesandthefollowingexpressions:-Anythingwrong?-Whatseemstobetheproblem?-Thankyoufortellingme.2.Thestudentsactouttheirownconversationsinpairs.3.Learntocareforothers’feelings.4.StudentssummarizeSectionAwiththeteacher.5.Studentsfinishafterclass.(1)Memorizethesummaryafterclass.(2)Studentswriteapassageaccordingtotheconversationin1atoprepareforthereportingtomorrow.(3)StudentspreviewSectionBafterclass.Intoday’slesson,theteachershouldletthestudentsknowthateveryoneneedshelpwhenheisinabadmood,soweshouldgiveothersahandwhentheyfeelupset.AtthesametimetheteachershoulddesignmoreexercisesaboutthephrasesmentionedinSectionA.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic2I’mfeelingbetternow.SectionAseemtodo1.seemseem+adj.G1G2G3G4seemthat+sentence2.bestrictwithsb.bestrictinsth.3.beworriedabout…4.Thegirlfeelslonelybecauseshehasnofriends.（原因状语从句）5.takeiteasyUnit5FeelingExcitedTopic2I’mfeelingbetternow.SectionBⅠ.Materialanalysis本节课建议教师用1-2课时上完。主要活动为1a和2a。本课通过MissWang询问并与情绪低落的LiHong谈心，提出合理的建议，帮助她走出消极情绪的阴影，进一步深化了本话题的主题：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。对话继续呈现了语法重点：原因状语从句,并呈现了新出现的单词和重点短语：fail,someone,feeling,joke和atone’sage。在对话中还呈现了交际功能用语：Howareyoufeelingtoday?Whydon’tyou…?以及表示安慰的Don’tworry.There,there!和It’llbeOK.等句子。使学生学会理解别人，安慰别人，给出合理化建议，并在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，并进行灵活运用。Ⅱ.TeachingaimsKnowledgeaims：1.学生能区分元音音素/Iə/和/εə/,并能正确拼读单词，注意对应的字母组合的拼写规则；学生能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。2.学生能正确拼读并运用单词表中的黑体单词fail,someone,feeling和joke。3.学生能正确运用以下短语造句：failtodosth.,atone’sage,tellsb.thejoke和bytheway.4.学生能自如地运用以下功能句进行交流。Howareyoufeelingtoday?Whydon’tyou…?Don’tworry.There,there!It’llbeOK.Skillaims：1.能听懂有关询问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。Emotionalaims：通过对SectionB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.ThekeypointsanddifficultpointsKeypoints：1.学生在交流中能自如地运用描述情绪和情感的形容词和提出建议的动词。2.正确运用原因状语从句。Difficultpoints：1.学生对There,there!的理解。2.有关情绪询问和给出建议的对话的写作。Ⅳ.Learningstrategies1.多听英语歌曲有助于英语水平的提高。2.朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句子所要表达的意思。3.在写作环节进行合作学习可取长补短，互相促进，共同进步！Ⅴ.TeachingaidsComputermultimediaprojector，theflashofthesong,Ifyouarehappy.Ⅵ.TeachingproceduresStudentactivityStep11.Focustheirattentionontheteacher.Enjoythebeautifulsong.2.Studentsreporttheirhomework.3.Studentsobserveandlearnthenewwords.4.Studentshaveacompetition.5.Studentsmakeupsentenceswiththenewwordsandphrasestograspthemwell.6.Studentslookatthepictureof1aandmakeaguessing.Step21.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentscatchthegeneralideaofthedialogue.3.Studentswatchtheflashforthesecondtime,payingattentiontothepauses.Finish1b.4.Studentschecktheanswers.5.Volunteersreadthe