【最新】仁爱版八年级英语下册unit5 topic3 sectionA教案设计

unit5 topic3 sectionA教案设计Ⅰ. Material analysis本节课为话题的第一节课，建议用两课时上完。

主要活动为Section A 的1a和4a。

本课通过Kangkang帮助Michael缓解发表演讲前的紧张情绪，引出对话的主题：描述影响心情和情绪的事情和具体事物。

对话呈现了重点词汇：test, nervous和speech, 充分表现了Michael 发表演讲前的焦虑；通过3 的听力练习，继续呈现了几组学生们在生活中经常发生的会影响心情的场景并给予合理的处理建议；最后以4a中提供的情境作为载体，向学生呈现了简单句的六种基本句型，使学生系统地掌握简单句的构成。

Ⅱ. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用单词表中的黑体单词test, nervous和speech。

2. 学生能正确运用以下短语造句：h ave a test, get nervous, give a speech, follow one’s advice, fall off…3. 学生能自如地运用以下询问心情、表示安慰和提出建议的功能句进行交流。

Is there anything wrong?How are you doing?What’s wrong?Don’t worry.Take it easy.Why not …?4. 学生能正确地运用相关的交际功能用语写出有关情绪询问和给出建议的对话。

Skill aims：1. 能听懂有关询问影响心情的事情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，简单句和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。

Emotional aims：1. 通过对Section A的学习，学生能够在英语学习中注意并理解他人的情感，在别人心情不好时提出合理有效的建议，帮助伙伴远离消极情绪。

2. 学会勇于克服困难。

Ⅲ. The key points and difficult pointsKey points：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.辨别六种简单句式。

Difficult points：系统地掌握简单句的构成。

Ⅳ. Learning strategies1. 课前预习有助于新知识的理解和掌握。

2. 发表演讲之前要做好充分的准备。

Ⅴ. Teaching aidsComputer multimedia projector.Ⅵ. Teaching proceduresStep InteractionpatternSt udent activity Teacher activityIntroduction （8 minutes）1. The wholeclass work.2. The wholeclass work.3. The wholeclass work+group work4. Individualwork.5. The wholeclass work.1. Focus their attentionon the teacher.2. Students guess thewords learnt in Topic1 and Topic 2.3. Students learn thenew words. And thenplay the game: Thebomb to grasp them.4. Students finish 4a.5. Students check theanswers with theteacher and correctthe wrong ones.1. Greet the stu dents andmake them ready forlearning.2. The teacher shows differentfacial expressions. Askstudents to guess thewords for describingthe feelings.3. The teacher introduces thenew words: test, nervousand speech by showingthe pictures on the screen.Play the game: The bomb.(The bomb: The teacherdivides the students intotwo groups. Tell thestudents that one of thenew words is the bomb.When they read after theteacher, they are notallowed to read thecertain word. If the groupreads the word, the othergroup will get one point.)4. The teacher shows the sixsentences of 4a on thescreen and asks the studentsto mark them with N(nervous),H(happy), W(worried ) orA (afraid).5. The teacher asks twostudents to tell theanswers.Presentation (10 minutes) 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. The wholeclass work.1. Students make surethey understand whatthe questions mean.2. Students catch thegeneral idea of theconversation.3. Students watch theflash for the secondtime and finish 1b.4. Students check theanswers.(1) He’ll have a testtomorrow and healways gets nervousbefore a test.(2) He feels nervous.(3) Listen to a CDabout giving speechesand practice.(4) Yes.5. Students read theconversation andcomplete the passagein 1c.6. Students check theanswers with the helpof the teacher.1. The teacher asks thestudents to read thequestions in 1b.(1) What is Michaelworried about?(2) How does Michaelfeel when he has togive a speech?(3) What is Kangkang’ssuggestion for helpingMichael?(4) Do you think Michaelwill do well in histest?2. The teacher plays theflash of 1a for the firsttime without stopping.3. Teacher plays 1a for thesecond time, stoppingwhen necessary.4. Then ask two students totell the answers to 1b.5. The teacher asks thestudents to read theconversation andcomplete the passagein 1c.6. The teacher asks twostudents to tell theiranswers.Consolidation (10 minutes) 1. The wholeclass work.2. The wholeclass work.3. Group work.4. The wholeclass work.5. Pair work.6. Pair work.7. The wholeclass work.1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students read theconversation bythemselves anddiscuss in groups tofind out the difficultpoints and sum up themain points.4.The students underlinein their books andmake some notes.5. Students prepare forthe action of 1a inpairs.6. Students act out theconversation. They canadd more expressionsand gestures whenacting.7. Students evaluate theperformance.1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.3. Let the students read 1a,Then learn in groups tofind out the difficultpoints and sum up themain points of theconversation.4. The teacher makes asummary to explain thekey points and difficultpoints to the students:(1) have a test(2) get nervous(3) give a speech5. The teacher asks thestudents to read 1a againand prepare for actingout the conversation inpairs.6. The te acher asks severalpairs to act out theconversation.7. The teacher lets studentsevaluate the conversations.The best ones can gettwo points.Practice (10 inutes) 1.The wholeclass work.2.The wholeclass work.3.The wholeclass work.4. Individualwork.5. The wholeclass work.6. Individ ualwork.7. The wholeclass work.8. Pair work.1.Students grasp thesentence structuresand match them bythemselves.2. Students check theanswers with the teacher.3.Students tell the sentencestructures of thesentences to grasp them.4.Students listen to theconversations andnumber the pictures.5.Students check the answerswith the teacher andcorrect the wrong ones.6.Students listen again andwrite down who hassuch problems andcomplete thesuggestions for them.7.Students check theanswers with the teacherand correct the wrongones.8.Students practice theconversations in pairs.1.The teacher introduces thesix sentence structures tothe students, and then asksthe students to match themwith the sentences in 4a.2.The teacher lets two studentstell their answers to checkthe answers.3.The teacher asks the studentsto tell the sentence structuresof the following sentences:(1) Is there anything wrong?(2) I’m worried.(3) I’ll help you.(4) Then you can practice.(5) Miss W ang gave me astory book just now.(6) My mother always asksme to eat less meat andmore vegetables.4.The teacher asks thestudents to listen to theconversations and numberthe pictures of 3.5.The teacher asks twostudents to tell the answers.6. The teacher asks the studentsto listen again and writedown who has suchproblems and completethe suggestions for them.7. The teacher asks twostudents to write down theanswers on the blackboard.Check the answers.8. The teacher asks the studentsto practice the briefconversations in pairs.Production (7 minutes) 1. The wholeclass workand group work.2. The wholeclass work.3. Pair work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1.Students discuss thequestions of 2 in groups.2.Students make upconversations using thefollowing expressions:Is there anything wrong?How are you doing?What’s wrong?Don’t worry.Take it easy.Why not …?3. The students act outtheir own conversationsin pairs.4. Learn to care forothers’ feelings andoffer help.5. Students summarizeSection A with theteacher.6. Students finish theirhomework after class.(1) Memorize thesummary after class.(2) Students write apassage accordingto the conversation in1a to prepare for thereporting tomorrow.(3) Students learn SectionB after class.1. The teacher organizes thestudents to discuss thefollowing questions ingroups:(1) How do you feel whenyou give a speech?(2) If your friend is worrie dabout his/her speech,how will you helphim/her to relax?2. The teacher asks thestudents to make upconversations like 1a ingroups based on thequestions above.Encourage them to usemore expressions.3. The teacher lets the studentsshow their own productionsby acting out theirconversations.4. The teache r sums up thestudents’conversations.The best ones can get twopoints. Teach them to giveadvice to people in a badmood.5. The teacher shows thesummary to the students.6.The teacher assigns homework:(1) Review the summaryafter class.(2) Ask students to write apassage according tothe conversation in 1aand read it to thewhole class tomorrow.(3) Prepare Section B afterclass.Teaching ReflectionIt’s a little hard for the students t o understand the sentence structures well.It’s necessary for the teacher to design more exercises for consolidation. And the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feels unhappy.Ⅶ. Blackboard designUnit 5 Feeling ExcitedTopic 3 Many things can affect our feelings.Section A1. have a test G1 G2 G3 G42. get nervous 1 13. give a speech 2 24. follow one’s advice 2 25. fall off…。