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新湘教8年级下 Unit5 Topic3 Section B 教案

新湘教8年级下 Unit5 Topic3 Section B 教案
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。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
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.
Ⅱ. Teaching aids 教具
录音机/幻灯片/卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 6分钟)
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?
S1: I will.

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。)
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。)
T: Now I act as Michael. I don’t feel well, please reassure me. I’m afraid of catching SARS. Am I dying?
S¬s: 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?
S1: I will.

(方案三)
1. (教师找两名同学以竞赛的形式复述Section A的内容。)
T: Now I ask two students to retell 1a in Section A.
2. (在同学们复述的基础上,教师导入Section B:现在Michael的病好些了,他的同学们又
如何进一步去安慰他,使他高兴起来的?)
T: Michael is better now. How do his classmates make him happier?
Step 2 Presentation 第二步 呈现(时间: 8分钟)
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 frightened.—affect—in a good mood—become healthier—sad and worried—be bad for—ill—smile at life—give a surprise
Step 3 Consolidation 第三步 巩固(时间: 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, S1?

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?
S1: I will. Michael feels better.
S2: …
(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,以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 12分钟)
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.
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 第五步 综合探究活动(时间: 9分钟)
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。

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