八年级下仁爱英语UNIT5TOPIC3教案教案资料.doc

Topic 3 Many things can affect our feelings.
Section A
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。
Ⅰ. Aims and demands 目标要求
1. Learn some new words and phrases:
calm down, bitter, CD, DVD, test, speech, monitor
2. 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.
I’m 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:
Don’t be afraid!
Be brave!
Take it easy.
Don’t worry.
Ⅱ. Teaching aids 教具
录音机/手机/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复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，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解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 Mr.Wang speaking. You didn’t come to school today. What’s wrong with you?
S1: I have a bad cold. It makes me very upset.
T: Oh, I’m sorry to hear that. Don’t 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, I’m afraid of taking medicine.
T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon.
S1: I hope so. Thanks a lot.
(板书)
nervous, bitter, calm down
2. (询问几名学生是否担心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掌握。)
test测试 speech演讲
T: Next week we’ll have an English and a math test. S1, are you worried about the English speech?
S1: Yes. I’m very worried. I can’t sleep well at night.
T: Don’t be nervous. Calm down. Please be confident! Next week we will have a math test. What’s your feeling, S2?
S2: I’m afraid of getting poor results. So I’m very worried about it.
T: Don’t worry. Take it easy.
(复习完毕导入新课。)
T: Boys and girls, we’re going to learn Section A of Topic 3 in Unit 5. First, let’s listen to 1a, and then tell me what Kangkang and Michael are talking about?
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现并学习1a。
1. (学生听完1a后回答问题。)
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. (让学生看着课本再听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 terrible feel nervous calm down How long … be sorry about You need ...
I hate to … be afraid of take bitter medicine Don’t be afraid! Be brave!
3. (理解对话，尽量让学生提问，学生回答，不足之处由教师补充。)
T: Do you have any questions about the dialog?
S3: Yes, what’s the meaning of“…”?
T: Who can help him/her?
S4: I can…
…
Step 3 Consolidation 第三步 巩固(时间: 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.
(核对答案。)
3. (让学生根据关键词表演对话。)
T: Now please act out the dialog according to the key words.
Step 4 Practice 第四步 练习(时间: 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? Let’s 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?
What’s 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，学生听后回答问题。)
T: Listen to 2a and answer the questions on the small blackboard.
2. (与学生一起核对答案，解释文中难点并板书生词。掌握：CD, DVD, monitor；理解bored。)
(板书)
CD, DVD, monitor, bored
T: Now, let’s 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.”.
(教师核对并板书。)

It makes me feel nervous.
The TV programs make me sleepy.

Calm down.
Don’t be afraid!
Be brave!
Take it easy.
Don’t worry.
4. (再放录音，让学生跟读，注意语音和语调，然后表演对话。)
T: Read after the tape, and pay attention to the pronunciation and intonation. Then act it out.
(为下一步串演作准备。)
5. (四人一组串演1a和2a, 可以改编，可以用真实姓名。)
T: Now make your own short play according to 1a and 2a. You can use your own names.
Example:
S5: Hello, Li Lei? This is Tom speaking.
S6: Hello! …
…
(此表演让学生先准备，然后找几组来示范。)
T: OK. I’ll ask some groups to act it out.
G1: …
…
T: Well done!
6. (完成2b。)
T: Please finish 2b by yourselves according to 2a.
(核对答案。)
T: Let’s check the answers.
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
探究学习本课目标语言。
1. (小组活动，四人一组，学生以表格形式调查生病时的感受及如何安慰。)
Name
Feeling
Reassurance
…

…

…

(1) (学生仿照下面的例子造句并填表。)
T: Boys and girls, make sentences according to the following example, and then fill out the form.
Example:
S1: How do you feel when you are ill?
S2: I feel…
S1: How do you reassure S2?
S3: He/She should…
…
(2) (让学生做报告，完成1c。)
T: Boys and girls, please report your results. Who will try?
Example:
I feel…when I am ill. He/She feels…when he/she is ill. He/She should…
2. Homework:
(1) (生病是正常现象，同学们不必害怕，要学会照顾自己。结合自己的经历，谈谈照顾自己的方法。)
T: It’s normal to be ill. Don’t 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.
① Some TV programs make Michael (sleep).
② SARS (make) him so tense.
③ The song makes (we) happy.
④ Miss Wang made her (sit) down.
Section B
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:
get along with, boss, passport
2. 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.
Ⅱ. Teaching aids 教具
录音机/幻灯片/实物或图片
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 dialogs 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, illness usually makes us sad, worried and afraid. What can we do when we are in this trouble?
S1: We shouldn’t be afraid.
S2: We should be brave.
S3: …
T: Yes, we should always be in a good mood and try to smile at life. It’s good for our health.
(在同学们问答的基础上，教师导入Section B：现在Michael的病好些了，同学们又是如何进一步去安慰他，使他高兴起来的？)
T: Michael is better now. How will his classmates cheer him up?
(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?
Ss: 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.
…
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。)
How will Michael’s classmates cheer him up?
(让学生听1a的录音，并回答问题。)
T: Listen to 1a and answer the question on the blackboard.
(教师核对答案。)
T: Let’s check the answer to the question.
(板书答案，学习并掌握put on。)
They will put on a short play and give him a surprise.
2. (通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get along with和affect; 理解schoolmate和workmate; 了解mood。)
T: OK. We know Michael’s 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. That’s 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, mood
3. (自读1a，画出make，let结构的句子。)
T: Read 1a by yourselves. Underline the structure of “make+object+adj./v.” and “let+object
+v.”.
(核对并板书。)
Illness usually makes us sad, worried and frightened.
That will make him or her get well soon.
So let’s give Michael a surprise!
Let’s prepare for it.
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. (组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：)
S1: Is Michael feeling better?
S2: Yes.
S1: How do his classmates make him happy?
S2: …
S1: Many things can affect our feelings. Can you give some examples?
S2: …
S1: What should we do when we are in trouble?
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. 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: 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. This is a dialog about seeing a dentist, too. What do they say? Please listen carefully and complete 2.
(核对答案。)
T: Let’s check the answers together.
3. (教师呈现例句，学习并掌握生词boss，理解headmaster，然后让学生观察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.
Let’s prepare for it.
Let’s give Michael a surprise.
make/let sb. do sth.
4. (教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。)
T: Please look at the pictures in 3 and make sentences after the example.
(让几名学生分别把答案板书到黑板上，然后一起检查。)
T: I’ll choose some students to write their answers on the blackboard.
(一分钟后)
T: Please look at the blackboard and check the answers.
(学生可能会出现类似这样的错误。)
The funny man makes the girl to laugh.
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.
(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)
探究处理4。
1. (利用实物或图片学习生词passport，然后讨论 “Your classmates make you monitor.” 句子结构，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。)
3. Homework:
(在日常生活中有很多东西影响着我们的心情，请举例。)
T: Many things can affect our feelings and moods. Please give some examples.
Section C
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。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
especially, hang, fall asleep, thought, noise
2. 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.
Ⅱ. Teaching aids 教具
录音机/歌曲磁带/多媒体课件/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
师生交谈，导入新课。
(方案一)
T: I will tell you a piece of bad news. My pet dog died yesterday. I feel sad. (教师在黑板上画简笔画表示悲伤。)

Ss: Oh, that’s too bad. We are sad, too.
(播放轻快音乐。)
T: How do you feel now?
Ss: We feel better now. (引导学生用简笔画表示开心。)

T: Then do you know what can affect our moods? That’s to say, what can make us happy or sad?
(让学生自由讨论两分钟左右，通过讨论检查学生作业完成情况，为引出新课作铺垫。)
(方案二)
1. (让学生表演Section B中的对话。)
T: I’ll ask some students to act out the dialog in Section B. Who wants to have a try? Come here, please.
(组织三或四组学生表演对话。)
2. (让学生根据教师提供的情景进行小组讨论并表达自己的情感，然后表演。)
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 I’ll ask someone in your group to act out. Now let’s begin.
I am going abroad!
I just saw a UFO!
I just found one million dollars!
I just bought you a car!
You are buying a house!
Your pet dog died yesterday.
You see your classmates making faces.
Your father beat you yesterday.
(可以把材料写在纸上或用多媒体等展示出来。)
T: OK. Act out your feelings in class. The others guess what his/her feeling is. Do you understand?
Ss: Sure.
T: OK. Group 1, who wants to try?
(第一组选手表演完之后，老师面向全体学生)
T: What’s her feeling?
Ss: She feels surprised.
T: Good, very good! OK, next group.
(以下方式同上。)
…
T: Many things can affect our feelings. Let’s go to Section C.
(引入下一步。)
Step 2 Presentation 第二步 呈现(时间: 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, it’s 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解释，用这种形式引入1。掌握: hang, especially；理解tear。)
hang, especially, tear
(告诉学生许多东西能影响人的情绪，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现在黑板上。)
(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，让学生互相讨论后核对答案。)
T: Listen to 1a and then check the answers after discussing with other classmates.
3. (理解1中的重难点。尽量让学生提问，学生回答，不足之处由教师补充。掌握thought和fall asleep；理解earthquake, topic；了解confident。)
(板书)
thought, fall asleep, earthquake, topic, confident
T: Do you have any questions about the passages?
S1: What’s the meaning of…
S2: …
…
(以上环节教师应注意补充学生未提出但应讲解的要点。)
Step 3 Consolidation 第三步 巩固(时间: 12分钟)
巩固1中的重难点。
1. (