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新湘教8年级下 Unit5 Topic2 Section A 教案

新湘教8年级下 Unit5 Topic2 Section A 教案
Section A needs 1 period. Section A需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
shy, be strict with, send, take it easy
2. Master adverbial clauses of reason.
She feels very lonely because she has no friends to talk with.
3. Learn and master the words about personal feelings and characters further.
Anything wrong?
Oh dear!
I’m really worried about her.
Ⅱ. Teaching aids 教具
录音机/小黑板/简笔画/教学挂图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习并学习新词句。
1. (复习上节课内容,让各组汇报一下他们查到的有关各个剧种的信息。)
T: Good morning, boys and girls.
Ss: Good morning, Miss Wang.
T: Are you ready to share your “Operas” with others?
Ss: Yeah.
G1: We find eight kinds of operas. They are… We choose one section from Huangmeixi Opera.
Let’s listen to it.
G2: Beijing Opera and other kinds of operas are national operas of China. They highly express Chinese culture. They bring us happiness.

(教师依次对上述学生的报告做点评。)
T: In this section, most students did very well. That shows you work hard after class and you are strict with yourselves. But some students are too shy. So they did not do very well. Please be confident!
(在此呈现生词: shy, strict。)
(板书单词,并附中文解释。)
shy 害羞的
be strict with 对……严格要求
2. (利用单词接龙比赛复习表情感的词汇。全班分为四组进行竞赛,每人有一次机会在黑板上写一个单词,在规定的时间内看哪组写得多写得对。然后用上述形容词和because描述上周发生在自己身边的事。)
(注意:学生可以事先排好队,以节省上、下座位的时间。)
T: Let’s have a competition to review the words about feelings in chains. The whole class is
divided into four groups ...
...
(导入下一步。)
Step 2 Presentation 第二步 呈现(时间: 12分钟)
呈现1a(方案一);呈现1a和2 (方案二) 。
(方案一)
1. T: We have so many experiences in our life. Do you have bad ones?
Ss: Certainly.
S1: I didn’t pass the exam sometimes.
S2: I fought with my friends last week.
S3: I lost my interesting book yesterday.
...
T: OK, now let’s listen to 1a and find out what is wrong with Beth, and how she deals with it?
(首先呈现听力任务,听两遍后检查。)
Does Helen seem unhappy?
What’s Beth like?
Why is Beth crying?
Who will have a talk with Beth later?
2. (教师给出关键词句,帮助学生理解听力内容。)
(听完录音后。)
T: What’s wrong with Beth?
Ss: She looks so unhappy. She is crying in the bathroom.
T: Let’s listen again. And the key words and sentences here may help you.
(板书关键词。)
Anything wrong? 怎么了?
I’m sorry to hear that. 听到这些事情真让人难过。
be strict with 对……要求严格
have a talk with her 和她谈谈
be worried about 担心
3. (听完录音,要求学生回答问题。)
T: OK, stop here. Please give me the answers together. Does Helen seem unhappy?
Ss: Yes, she does.
T: What’s Beth like?
Ss: She is quiet and shy.
T: Why is Beth crying?
Ss: Because she did badly in the English exam.
T: Who will have a talk with Beth later?
Ss: Miss Wang.
T: Good job!
(方案二)
1. (教师首先出示1a 和 2的简笔画(合并为一),让学生用简洁且连贯的词句完成1a与
2的整合。)
T: Let’s look at the stick figures, and then retell 1a and 2.
2. (教师设置1a的听力任务,并回答问题。)
T: First, let’s look at the questions, and listen to 1a, then answer them.
3. (学习并掌握1a的重点词句,让学生自主学习2,完成填空。)
T: Learn and master the key words and phrases, and learn 2 by yourselves, then finish the passage.









Step 3 Consolidation 第三步 巩固(时间: 8分钟)
复习、巩固1a,并完成1b。
1. (学生听1a录音核对语音语调。然后自读并让学生以小组为单位,用竞赛的形式回答1b
中的问题。完成1b。)
T: Now, read 1a by yourselves and then check your pronunciation and intonation sentence by
sentence. Go!
T: Work in groups, and read 1a again, then answer the questions in 1b.
(教师给学生三分钟准备时间。)
G1: …
G2: …

(在此活动中, 如果学生答错, 教师一定要给出正确答案以利于学生进行比较记忆。)
2. (学生分角色朗读。)
T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go!
(读完一遍后,男女生互换角色。)
3. (根据关键词,表演对话。)
T: Work in pairs. Close your books and look at the blackboard, then act out the dialog. The best group will get five points.
G1: …
G1: …

(学生表演完,教师给出评语。)
T: Group 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points…
Step 4 Practice 第四步 练习(时间: 10分钟)
完成2和3,练习本课的重点词句。
1. (让学生在1a中找出because引导的原因状语从句,为第二步作铺垫。)
T: Please underline the sentences with because in 1a.
2. (教师让学生独立完成3。)
T: Look at the first picture in 3. She looks so lonely because she has no friends. Then I will give you several minutes to make sentences according to other pictures.
(几分钟之后)
T: OK, stop here. Let’s check the answers.
(以下答案可写在小黑板上或打在幻灯片上,向学生展示。)
(2) The boy gets very angry because his pen is lost again.
(3) The mother feels upset because her son is ill.
(4) Many people are excited because the program is interesting.
(5) The boy looks very tired because he has too much homework to do.
(6) The girl feels very sad because her pet dog died.
(教师给学生总结以because引导的原因状语从句。)
3. (教师可让学生先通读一遍2的电子贺卡,试着猜测空白处的内容,然后听录音并完成2。)
T: Do you know what is an e-card?
(学生可能知道,也可能不知道。他们可以各抒己见。)
T: An e-card is a card on the Internet. Now listen to 2 and help Helen to complete this e-card.
(学生听过录音之后。)
T: OK. Who can tell me the answers?
S1: …
T: Good job, you are great!
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
小组探究目标中的词汇。
1. (小组活动。将全班分成几组,让学生找出表示情感的词。看一看,哪一组找得多。)
T: Boys and girls, we have learned many words to show feelings like “happiness”, “satisfaction”, “surprise”, “worry” and “fear”, so today’s project is to find such words we’ve learned. Please work in groups.
(几分钟后)
T: Now report your results to the class!
G1: …
G2: …
G3: …
G4: …

2. Homework:
(1) (和你的搭档用原因状语从句编一个对话。)
(2) (以王老师的口吻,向贝丝提出一些建议,帮她渡过难关。)

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