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八年级英语备课组教案
Name Date Period 7
Topic Unit5 Topic 2 Class type new
Teaching aim Learn Master adverbial clauses of reason: Learn the sentences about personal feelings and characters further: Learn to some sentences of reassuring others:
Important points Talk about how to give advice to people in bad moods. Talk about equal comparison: Talk about solve the problems around us.
SectionA Teaching procedure Review 复习并学习新词句。 1. (复习上节课内容。) T: Good morning, boys and girls. Ss: Good morning, Miss Wang. T: What’s your favorite movie, S1 S1: My favorite movie is Love Me Once More, Mom. T: Are the people in it happy or sad Why S1: They are sad because the mother lost her son. T: What happened in the end S1: The mother went mad at last! T: Why do you like it best S1: Because it’s very moving. T: Can you tell us something about Beijing Opera S 2: Yes, … 2. (教师检查家庭作业，并让几名学生把所写的短文读给大家听。) T: Now let me check your homework. S3, please read your passage to the class. S3: … … (教师对学生的作业做点评。) T: Just now, most students did very well. That shows you work hard after class and you are strict with yourselves. (板书单词，并要求学生掌握。) strict, be strict with 对……严格要求
Lead-in T: As a teacher, I’m very glad that most of you are strict with yourselves. It’s good for your study. But sometimes, it’s not good to be too strict. It’s enough to try your best. Do you think so
Teaching the new lesson 呈现1a。 1. T: Is Li Hong strict with herself Is she active or shy Let’s listen to 1a and answer the questions. (教师播放录音，让学生带着任务听1a。) T: OK. Is Li Hong strict with herself Ss: Yes, she is. T: Is she active or shy Ss: She is shy. (教师板书生词并要求学生掌握。) shy
(为了对shy这一词更加了解，教师可用书本遮着脸做害羞状。) T: Now look at me. I’m a little shy. 2. (再听1a，呈现听力任务。) T: Let’s listen again. Then answer the following questions. (播放幻灯片。) Who are they talking about What’s Li Hong like Who will have a talk with Li Hong later
(听完录音，要求学生回答问题。) T: OK, stop here. Please give me the answers together. Who are they talking about Ss: Li Hong. T: What’s Li Hong like Ss: She is quiet and shy. T: Who will have a talk with Li Hong later Ss: Miss Wang. T: Good job! Everyone should help others when they are in trouble. 3. (学生跟读1a，模仿语音语调并找出文中重点词句。) T: Now read 1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points. (板书关键词句。) Anything wrong 怎么了？ I’m sorry to hear that. 听到这些事情真让人难过。 What seems to be the problem 到底是怎么回事？ be strict with 对……要求严格 have a talk with her 和她谈谈 be worried about 担心
Step 3 Consolidation 第三步 巩固(时间: 10分钟) 复习巩固1a，并完成1b。 1. (让学生自读1a，完成1b。) T: Read 1a by yourselves, and then ask and answer the questions in 1b. (教师核对答案。) 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 pair will get five points. (学生表演完，教师给出评语。) T: Pair 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points …
Exercise in class 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. (教师板书because从句。) She is crying in the bathroom because she did badly in the English exam. She feels very lonely because she has no friends to talk with.
2. (教师让学生独立完成2。) (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 seems worried because her son is ill. (4) The children are excited because the program is interesting/wonderful. (5) The boy looks very tired because he has too much homework to do. (6) The girl feels very sad because all the buildings in her school fell down.
(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3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和take it easy，了解e-card，然后听录音并完成3。) T: Read through the e-card, try to guess the words in the blanks and new words.(板书单词。) send, e-card, take it easy
T: What is an e-card Do you know (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 3 and help Helen to complete this e-card. (学生听过录音之后。) T: OK. Who can tell me the answer S1: … T: Good job, you are great!
Project 综合探究下列带有情感的原因。 1. (小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。) Feeling Reason happy Li Ming: got many birthday presents. sad Wang Tao: … worried …
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section B 备注
Teaching procedure Review 1. (运用简笔画复习表示情感的形容词和原因状语从句。) T: Look at the stick figures, and then review the adjectives expressing feelings and adverbial clauses of reason.
Lead-in T: let’s come to learn Section B. We will talk about many kinds of music.
Teaching the new lesson 呈现1a。 1. T: Now, Miss Wang is talking to Li Hong. What suggestions can she give her Let’s listen to 1a and find them out. (帮助学生整理答案并板书。) What suggestions can Miss Wang give Li Hong Suggestions: Everyone gets these feelings at your age. Talk to others when you feel sad.
2. (让学生自读1a，然后师生对话，使学生更好地理解课文。) T: Read 1a by yourselves. (一分钟之后) T: Why doesn’t Li Hong talk to others Ss: Because she is quiet and shy and she doesn’t know how to talk with others. T: What does Miss Wang tell her Ss: Miss Wang tells her everyone gets these feelings at her age. T: …Ss: (方案一)巩固1a，完成1b。 1. (再读1a, 独立完成1b。) T: Now, read 1a again, and finish 1b by yourselves. (教师核对答案。) 2. (根据呈现部分的对话内容改写1a并让学生试着复述。) T: Please retell 1a according to the dialog above. S1: Li Hong feels very sad because she failed the English exam. She wants to talk with others about it, but she doesn’t know how to do it. Miss Wang tells her everyone gets these feelings at her age. Li Hong wants to make friends with Helen and she feels better. (方案二) 巩固1a，整合Section A与Section B中的1a。完成1b。 1. (让学生跟读磁带，注意语音和语调。) T: Listen to 1a and follow it. Pay more attention to the pronunciation and intonation. (学生自读，然后完成1b。) T: Now, read 1a by yourselves and finish 1b. Go! (核对答案。)(人机对话。) T: Suppose you were Miss Wang. Listen to Li Hong and make a dialog with her. Go! 2. (将Section A, 1a和section B, 1a的知识整合。) (用小黑板呈现一些问题，让学生回答，然后让学生根据答案叙述Li Hong的心理变化。) T: Answer the questions on the blackboard. Then retell the changes of Li Hong’s feelings according to the answers. 1. Why does Li Hong often feel lonely 2. How is she feeling these days Why 3. What did Miss Wang do for her 4. What suggestions did Miss Wang give her 5. How does she feel now
T: Can you tell me the changes of Li Hong’s feelings S1: Yes. Li Hong is a quiet and shy girl. She has few friends. So she often feels lonely. She is feeling very sad these days because… (鼓励学生积极主动地概括1a的主要内容，巩固1a。)
Exercise in class 呈现2a。 1. (师生对话，继续谈论同学们的不同经历，引出2a中的目标语言，学习并掌握生词：experience, normal, soft。) (板书画线部分。) Experience normal soft
T: OK. Here are some suggestions from Doctor Chen. Listen to 2a and find them out. 2. (听后教师检查听力效果，然后让学生阅读2a，划出Doctor Chen给出的建议及重点词句。)
Project 1. 整合1c和2b，让学生学会给别人建议和安慰。 (1) (让学生两人一组完成2b。) T: Work in pairs and finish 2b. (2) (让学生根据2b中的提示分组调查，调查同学们心情不好的原因，然后给出建议。) T: Work in groups. Make a survey in your group. Find out the unhappy feelings from others and talk about the reasons. Then give your advice. NameProblemFeelingAdviceZhang Shantoo much homeworktiredWhy not tell your teachers about your feelings Li Weino close friends to talk withlonelyDon’t be shy or quiet. Please try your best to get along well with others.……
(3) (让学生根据调查表格设计咨询热线，进行对话。) S1: What’s the matter S2: I feel tired. S1: Why S2: Because I have too much homework. S1: Why not tell your teachers and your parents about your feelings Tell them it’s bad for your health to do too much homework.)
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section C 备注
Teaching procedure Review 复习旧知识并导入新课。 1. (用歌曲It’s a Small World热身。用动作教学生词clap，并要求学生掌握。教师播放歌曲，学生跟唱并打节拍。) (复述Section A及Section B的内容。) T: Retell the story in Section A and Section B. S1: Li Hong felt sad because she failed the English exam. Her teacher told her to make more friends. S2: Many people in their teens have Li Hong’s experiences. The doctor gave us some suggestions. He told us to talk to others, listen to soft music or take part in activities. Then we may feel much better.S3: ...… 2. (教师引言：生活中，我们会遇到许多不愉快的事情，你能谈谈自己的一次不愉快的经历吗？) T: We may have some bad experiences. Who can tell us one of them S1: I was lonely before, but now I have many friends. (我们不能把不愉快的事情压抑在心里，要向朋友或老师倾诉，让我们看看Li Hong是如何向她的朋友诉说苦恼的。)
Lead-in T: When we have some difficulties, we should talk with our friends. Now, Li Hong has some problems. How does she talk to her friends (由此导入新课。)
Teaching the new lesson 呈现并解决1中的重难点。 (教师出示一幅图片。) (让学生自读1，根据上下文猜测生词。) (板书生词，并要求学生掌握：stranger, usual, accept, be/get used to(doing) sth., as … as。) stranger, usual, accept, be/get used to (doing) sth., as … as
2. (学生理解生词后，再次阅读课文，回答问题。) T: Now read 1 again and answer questions. (教师出示小黑板上的问题。) (1) How did she feel several months ago (2) Did Li Hong think the roads here were as clean as those in her hometown (3) What about the food and the people here (4) Do the classmates accept her
(教师核对答案。) 巩固1。 1. (听录音并跟读。) T: Listen to 1 and repeat it. 2. (让学生自读1并画出带有as…as…和not as/so…as…的句子。) T: Now read 1 by yourselves and underline the sentences with the structures of “as…as…” and “not as/so…as…” . 3. (教师核对学生画出的句子后，让学生大声朗读。) (教师板书学生画出的句子。) I couldn’t sleep as well as usual. The roads here were not so clean as those in our hometown. The food was not as delicious as ours. The people here were not so friendly as you. I live as happily as before.
T: Well done! All of you did a good job. Now please read these sentences again. You can read it as loudly as you can.
Exercise in class 学习同级比较的语法知识。完成2和4。 1. (由形容词的比较级导入同级比较。) (教师出示两个不同大小的球，如足球和乒乓球，让同学们说出比较的句子。) T: Please look at the two balls. Which ball is bigger Ss: This ball is bigger than that one. (教师出示相同大小的球，如两个足球或两个乒乓球，再让同学们用句子来表达。) T: Please compare these two balls. Ss: This ball is as big as that one. (教师可帮助学生回答，并板书句型。) ... as +形容词/副词的原级+as ...
(教师用其他例子来操练该句型。) S1: This man is as sad as that one.S2: This boy is as happy as that one. S3: Kangkang speaks English as well as Maria.… 2. (让学生分组比赛，进一步学习同级比较。比赛规则：教师叫两名学生到教室前面，可以随便做动作，其余学生用as ... as …或not as/so ... as …对他们进行描述。造句最多的一组获胜。) Example: GA: S1 isn’t as tall as S2. S2 isn’t as careful as S1.… T: Make similar sentences as many as you can ... 3. (学生两人一组合作完成2。)T: Now work in pairs to finish 2. (教师核对答案。) 4. (让学生独立完成4。)T: Please finish 4 by yourselves. (教师检查，核对答案。)
Project 1. (四人一小组合作探究。) According to the table, discuss in groups using the structures of “as … as …”, “not so/as … as …”. Nametalloldhelpfulfriendly…S1S2S3S4
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching
Teaching steps Section D 备注
Teaching procedure Review 复习并导入新课。 1. (先把全班以竖排为单位分成四组，然后让学生们以小组为单位用as ... as …或not as/so ... as …造句，哪一组造句多，哪一组获胜，获胜组得5分。) (注意：在学生说的时候，暂时别纠错，以免影响学生的积极性，在练习中，融入竞争意识，激励机制，调动学生学习积极性。) T: Now let’s have a contest among four groups. Try to use “as ... as …” or “not as/so ... as …” to make sentences as many as you can. The winner can get five points. (五分钟后) T: Stop! Group 3 has the most sentences. Group 3 is the winner. They get five points. Clap your hands for them. What about the others Each of you can get three points.
Lead-in (复习表示情感的形容词，以及如何处理情感问题，导入新课。) T: Nobody can be happy all the time. How do you deal with your unhappy feelings S1: When I feel tired, I often listen to my favorite music.
Teaching the new lesson 呈现并学习1a。 1. T: Everyone may have bad experiences sometimes. For example, when Wenchuan earthquake happened, many people lost their relatives. They must be very very sad. But it’s useless to be always in this sadness. How to deal with these problems Let’s read 1a in section D. We may learn something from the passage. (通过下列步骤学习生词及短语。) (1)(让学生快读1a，画出文中生词，鼓励学生通过上下文猜测词义。) T: Skim the passage, underline the new words and try to guess the new words and phrases according to the context. (2)(完成1a的词义解释，学习并掌握生词及短语：elder, refuse, understand, deal with。) T: Match phrases or words with their meanings in 1a. (3)(利用构词法或同义词学习并掌握：anybody, no longer, even though；理解sadness, unfair。) (板书) elder sad+ness→sadness refuse un+fair→unfair understand any+body→anybody deal with no longer = not…any longer though = even though
2. (让学生带着问题再读1a，找出答案。) T: Now, boys and girls, please read 1a and find out the answers to the following questions.(板书) How did Jeff feel when his elder brother died What did Jeff do to feel better
(学生阅读后，先讨论问题的答案，然后核对。) T: Let’s check the answers one by one. Step 3 Consolidation 第三步 巩固(时间: 15分钟) 巩固1a。1.(分组讨论1b中的问题，并检查答案。) T: Discuss the questions in 1b in groups. After a while, let’s check the answers. 2. (让学生听1a录音，边听边画出文中关键词，要求学生看关键词，复述1a。) T: Listen to 1a and underline the key words, then look at the key words and retell 1a.
Exercise in class 学习同级比较的语法知识。完成2和4。 1. (由形容词的比较级导入同级比较。) (教师出示两个不同大小的球，如足球和乒乓球，让同学们说出比较的句子。) T: Please look at the two balls. Which ball is bigger Ss: This ball is bigger than that one. (教师出示相同大小的球，如两个足球或两个乒乓球，再让同学们用句子来表达。) T: Please compare these two balls. Ss: This ball is as big as that one. (教师可帮助学生回答，并板书句型。) ... as +形容词/副词的原级+as ...
(教师用其他例子来操练该句型。) S1: This man is as sad as that one.S2: This boy is as happy as that one. S3: Kangkang speaks English as well as Maria.… 2. (让学生分组比赛，进一步学习同级比较。比赛规则：教师叫两名学生到教室前面，可以随便做动作，其余学生用as ... as …或not as/so ... as …对他们进行描述。造句最多的一组获胜。) Example: GA: S1 isn’t as tall as S2. S2 isn’t as careful as S1.… T: Make similar sentences as many as you can ... 3. (学生两人一组合作完成2。)T: Now work in pairs to finish 2. (教师核对答案。) 4. (让学生独立完成4。)T: Please finish 4 by yourselves. (教师检查，核对答案。)
1. (调查班上同学存在的普遍问题，讨论最佳解决办法。) T: Survey our classmates about problems. Discuss them and find the best way to solve them. ProblemAdviceToo much homework.Tell our teachers.……
Homework Recite 1a Exercise Review the new lesson
Thoughts after teaching

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