仁爱版英语八年级下册教案全集(全册).docx

Unit 5 Feeling Happy Topic 3 Many things can affect our feelings.Section A needs 1 period. Section A需用1课时。The main activities are 1a and 2a. 本课重点活动是1a和2a。. Aims and demands 目标要求1. Learn some new words and phrases: calm down, bitter, CD, DVD, test, speech, monitor2. Learn useful expressions: How long have you felt like this? I hate to go to the hospital.3. Learn how to describe feelings:These days I feel very bored and lonely at home.Im worried about the test at the end of the month.4. Learn the usages of “make + object + v./adj.” It makes me feel nervous. The TV programs make me sleepy.5. Learn how to reassure others:Dont be afraid!Be brave!Take it easy.Dont worry. Teaching aids 教具录音机/电话/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 温习(时刻: 5分钟)温习电话用语并创设情景导入新课。1. (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，用电话进行师生对话，温习打电话及询问病情的表达。学习单词，把握nervous和bitter；明白得calm down。)T: Suppose one student is absent, and I will make a phone call with him/her.Example:T:Hello! May I speak to Li Ming?S1:Hello! This is Li Ming speaking.T:This is speaking. You didnt come to school today. Whats wrong with you?S1:I have a bad cold. It makes me very upset.T:Oh, Im sorry to hear that. Dont be nervous. Calm down and listen to me. How long have you felt like this?S1: One day.T:You need to go to see a doctor.S1: No, Im afraid of taking medicine.T:Be brave. I know medicine is a little bitter, but its good for your health. Follow the doctors advice, and youll get well soon.S1:I hope so. Thanks a lot.(板书)nervous, bitter, calm down2. (询问几名学生是不是担忧下周的英语演讲和数学测试，并给予安慰。)(板书生词并要求学生把握。)test测试 speech演讲Step 2 Presentation 第二步 呈现(时刻: 8分钟)呈现并学习1a。1. (学生听完1a后回答下列问题。)T: Boys and girls. What are they doing?Ss: They are making a phone call.T: Who is ill, Kangkang or Michael?Ss: Michael.2. (让学生看着讲义再听1a，并画出关键词。)T:Please open your books and turn to Page 17. Listen to 1a again and underline the key words.(教师板书关键词。)sound terriblefeel nervouscalm down How long be sorry about You need .I hate to be afraid oftake bitter medicine Dont be afraid! Be brave!3. (明白得对话，尽可能让学生提问，学生回答，不足的地方由教师补充。)Step 3 Consolidation 第三步 巩固(时刻: 10分钟)巩固1a。1. (听1a的录音, 让学生跟读，注意语音和语调。)T: Read after the tape, and pay more attention to the pronunciation and intonation.2. (让学生自读，然后两人一组完成1b。)T: Now, read by yourselves and then finish 1b in pairs.(查对答案。)3. (让学生依照关键词演出对话。)T: Now please act out the dialog according to the key words.Step 4 Practice 第四步 练习(时刻: 15分钟)学习2a，并操练1a和2a，完成2b。1. T: Michael missed a lot of lessons because of his illness. So he is worried about the test. Can his classmates help him? Lets come to 2a to find the answer.(教师呈现小黑板上的听力任务。)How does Michael feel at home?Whats he worried about?When will they have a test?Can Michael give the speech?What will his friends do for him?(播放2a的录音，学生听后回答下列问题。)T: Listen to 2a and answer the questions on the small blackboard.2. (与学生一路查对答案，说明文中难点并板书生词。把握：CD, DVD, monitor；明白得bored。) (板书)CD, DVD, monitor, boredT: Now, lets check the answers together.3. (让学生自读，画出表示安慰的句子和make句型。)T: Read by yourselves and underline the expressions of reassurance and the structure of “make+object+v./adj.”.(教师查对并板书。)It makes me feel nervous.The TV programs make me sleepy.Calm down.Dont be afraid!Be brave!Take it easy.Dont worry.4. Homework: (1) (生病是正常现象，同窗们没必要可怕，要学会照顾自己。结合自己的经历，谈谈照顾自己的方式。)T: Its normal to be ill. Dont be afraid. Take care of yourselves. Discuss the best way of looking after yourselves according to your experiences.(2)(用括号内单词的正确形式填空。)Fill in the blanks with the correct forms of words in the bracket. Some TV programs make Michael (sleep). SARS (make) him so tense. The song makes (we) happy. Miss Wang made her (sit) down.Section B needs 1 period. Section B需用1课时。The main activities are 1a and 3. 本课重点活动是1a和3。. Aims and demands 目标要求1. Learn some new words and phrases: get along with, boss, passport2. Review describing personal feelings:He is feeling much 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.”.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 how to reassure others. Teaching aids 教具 录音机/幻灯片/实物或图片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 温习(时刻: 6分钟)温习Section A对话并导入新知识。(方案一)1. (由学生演出Section A中的对话。)T:Ill ask some students to act out the dialogs in Section A. Who wants to try?S1:I will.2. (几组学生演出后，教师提问，并引导学生回答。) (方案二)1. (教师以迈克尔的身份, 表述情感，引导学生利用学过的关于安慰的表达方式。)T:Now I act as Michael. I dont feel well. Please reassure me. Im afraid of catching SARS. Am I dying?Ss:No, Michael. Dont worry. Youll get well soon.T:Im afraid of taking bitter medicine.Ss:Dont be afraid! Be brave!T:Im nervous about the test at the end of the month.Ss:Take it easy. We can help you.Step 2 Presentation 第二步 呈现(时刻: 8分钟)呈现并学习1a中的重点文句。1. (教师将已设计好的听力问题呈此刻黑板上。)How will Michaels classmates cheer him up?(让学生听1a的录音，并回答下列问题。)T: Listen to 1a and answer the question on the blackboard.(教师查对答案。)T: Lets check the answer to the question.(板书答案，学习并把握put on。) They will put on a short play and give him a surprise.2. (通过谈论Michael与同窗们之间的友谊，增强对学生的情感教育，从而引出并学习本课的目口号言。把握get along with和affect; 明白得schoolmate和workmate; 了解mood。)T: OK. We know Michaels classmates will put on a short play to make him happy. Well done! In our daily life, we should get along well with our classmates, schoolmates or workmates and help each other. It can bring us happiness. If we are usually in this good mood, we may become healthier. Thats to say, moods can affect our health.(板书画线生词及短语，并进行适当讲解，然后进入巩固环节。) get along with, schoolmate, workmate, affect, mood3. (自读1a，画出make，let结构的句子。)Step 3 Consolidation 第三步 巩固(时刻: 10分钟)巩固1a，完成1b。1. (放1a的录音, 要求学生跟读，注意语音和语调。)T: Please follow the tape and pay attention to the pronunciation and intonation.2. (让学生自读1a, 完成1b，并让学生试着复述。)T: Please read 1a by yourselves and fill in the blanks in 1b. Then try your best to retell it.(检查答案。)3. (组织学生分角色朗诵课文，然后引导学生如此谈论1a的内容：)Step 4 Practice 第四步 练习(时刻: 12分钟)编对话并演出，完成2和3。1. (让学生编对话。假设自己得了牙病，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 youve got a toothache, what should you do?Ss:Go to see a dentist.T:Right. Make a new dialog between a patient and a dentist with your partner. You need to use some phrases or sentences to express your emotions.Example:A: Im afraid of / Im worried aboutB: Calm down. / Dont be afraid(让学生先预备两三分钟，再演出。并对其进行合理评判。)2. (完成2。)T: OK. Lets listen to 2. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2.(查对答案。)T: Lets check the answers together.3. (教师呈现例句，学习并把握生词boss，明白得headmaster，然后让学生观看make, let后动词的形式，归纳总结make, let的用法。)(板书)The boss makes the workers work for 14 hours a day.That will make him or her get well soon.Lets prepare for it.Lets give Michael a surprise.make/let sb. do sth.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.5. Homework: (在日常生活中有很多东西阻碍着咱们的心情，请举例。) T: Many things can affect our feelings and moods. Please give some examples.Section C needs 1 period. Section C需用1课时。The main activity is 1. 本课重点活动是1。. Aims and demands 目标要求1. Learn some new words: especially, hang, fall asleep, thought, noise2. Go on learning the sentence pattern: “make + object + v. / adj.” Sometimes it makes me feel happy. Red makes me active. 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.Colors can affect my feelings and moods.Big events can affect me a lot.4. Express how things affect our feelings. Teaching aids 教具 录音机/歌曲磁带/多媒体课件/图片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 温习(时刻:5分钟)师生交谈，导入新课。1. (让学生演出Section B中的对话。)T: Ill ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please.(组织三或四组学生演出对话。)2. (让学生依照教师提供的情景进行小组讨论并表达自己的情感，然后演出。)T: You see, different situations, different feelings. Different feelings, different actions. What actions will you do in the following situations? Do you want to express your feelings exactly? Well, talk about the situations in groups first and then Ill ask someone in your group to act out. Now lets begin.(能够把材料写在纸上或用多媒体等展现出来。)Step 2 Presentation 第二步 呈现(时刻: 10分钟)呈现并学习1。1. (出示一幅明月悬空图，通过师生问答，自然呈现1。)T:Boys and girls, please look at the picture. How do you feel when the moon is hanging in the sky?Ss:We feel happy/active/excited.T:Yes. At this time, if you are not with your family, especially you are ill, how do you feel?Ss:We often feel very lonely/sad/upset.T:Yes, its an unhappy feeling. At that time, 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说明，用这种形式引入1。把握: hang, especially；明白得tear。)hang, especially, tear(告知学生许多东西能阻碍人的情绪，让学生听1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 1 and answer the questions.(将设置好的听力问题呈此刻黑板上。)(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 can make the girl confident or calm?(5) What else can affect our feelings?2. (播放1的录音，为降低听力难度，每播放一段录音呈现一个问题，让学生相互讨论后查对答案。)T: Listen to 1a and then check the answers after discussing with other classmates.3. (明白得1中的重难点。尽可能让学生提问，学生回答，不足的地方由教师补充。把握thought和fall asleep；明白得earthquake, topic；了解confident。)Step 3 Consolidation 第三步 巩固(时刻: 12分钟)巩固1中的重难点。1. (再放1录音, 学生跟读。)T: Follow the tape please.2. (让学生在1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 1.3. (让学生从头阅读短文并找出关键词。)T: Boys and girls, please read the passages again and find out the key words.(教师总结关键词并板书。)Paragraph 1: the moonaffecthappy sad especially hang get together feel very lonelyParagraph 2: environmentchangenoisy fall asleep clean and quiet happierParagraph 3: weatheraffectrains sad thoughts sun happyParagraph 4: colorsorange and yellowconfident; blue and white feel calm; green the color of nature energy; red make activeParagraph 5: eventsaffectearthquake sad Olympics excited and active4. (学生依照板书的关键词复述课文。为降低难度，可分段复述。)T: Now, lets retell the text paragraph by paragraph.Step 4 Practice 第四步 练习(时刻: 13分钟)练习完成2和3。1. (完成2。)T: Many things can affect our feelings. Please fill out the form in 2.(教师板书给出一些建议。)Some noise makes me bored.A noisy city makes me nervous.Sunny/Windy days make me happy/active.Blue makes me feel quieter and calmer.White can make me more helpful.A quiet/noisy/bad environment makes me happy/worried/bored.Loud/Soft music makes me angry/want to sleep.Moving/Funny movies make me sad/laugh.The Beijing 2008 Olympics always makes me excited and active.(以上建议亦能够卡片的形式呈现。)(在操作进程中，应鼓舞学生尽可能多的说出自己的方式。)2. (查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, work in groups and make sentences as many as you can.Example: I was happy when my teacher made me monitor.3. (小组报告结果，教师讲评，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.SSection D needs 1 period. Section D需用1课时。The main activities are 1a and 4. 本课重点活动是1a和4。. Aims and demands 目标要求1. Learn some new words and phrases: such as, spirit, magazine, think over, decision, sense, husband, wife2. Review the usages of: (1) make + object + adj.(2) make/let + object + v.(3) make + object + n.3. Review expressions of feelings.4. Learn how to stay in good spirits. Teaching aids 教具录音机/图表. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 温习(时刻: 6分钟)温习表示情感的形容词并导入新课。(方案一)1. (一名学生上台描述以下情形，并用手势和脸部表情表达情感，其余学生猜。) T: One student describes the things below using gestures and facial expressions, and others guess.My parents dont 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.Step 2 Presentation 第二步 呈现(时刻: 11分钟)呈现并学习1a的目口号言。1. (教师板书一些同窗们可能显现过的困惑，让学生讨论并给出建议。)1. Li Tao often feels tired and sleepy.2. Jim is unhappy because he wants to be a soldier, but his parents dont agree.3. Tom is lonely because he is always staying at home alone.4. Maria is too shy to speak in public.5. Jane is worryed about getting fat.2. (让学生阅读1a，分组讨论并自行解决文中的重难点，然后教师适当讲解。) Read 1a by yourselves. Discuss the key points in groups.3. (让学生再读1a然后进行问答，针对黑板上同窗们的困惑给出建议。)T: Now please read 1a again. Then ask and answer to give your advice according to the students troubles on the blackboard.S1: I am worried about getting fat.S2: Remember to eat healthy food.Step 3 Consolidation 第三步 巩固(时刻: 8分钟)巩固1a并完成1b。1. (让学生听1a的录音并跟读，注意语音和语调。)T: Boys and girls, lets 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。教师讲评。)(板书关键词组。)Step 4 Practice 第四步 练习(时刻: 10分钟)学习3a和3b，并完成2。1. (小组对话，必需利用make。)T: Boys and girls, please talk like this:S1: How does a snake make you feel?S2: It makes me feel nervous.S3: It makes me nervous.(让学生回忆前面学过的内容，自己归纳本话题的语法重点，也能够分组讨论的方式来处置该部份。在学生讨论的进程中，教师在班里巡视，必要时给予指导和帮忙。)T:OK, now, can you sum up the usages of “make”?S1:Yes. Make + object + adj.S2:Make + object + v.S3:Make + object + n.(将画线部份板书到黑板上。)make+object+adj.make+object+v.make+object+n.(用一样的方式总结let的用法。)2. (让学生归纳总结本话题的目口号言，然后听3b录音并查对。)3. (用单词wife引出要把握的生词husband，然后听2录音，完成2。)(板书)husbandT: Now look at 2, and listen to the tape. Then choose the best answers. (教师查对答案。)4. Homework:(1)(让学生围绕Topic 3的内容，用3b中的句子编对话。)T:Make dialogs using the sentences in 3b according to the content of Topic 3.S3: You sound terrible. Whats the matter?S4: I have a bad cold. Im dying.S3: Im sorry about your illness. How long have you felt like this?S4: Two days. What can I do?S3: I think youd better see a doctor.S4: But I hate to go to the hospital.S3: Dont be afrai