八年级英语下册Unit5 Topic2教案
Section C needs 1 period. Section C需用1课时。
The main activities are la 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:
stranger, advice, be used to, as ... as, hometown, accept, in public, fall asleep, clap
2. Learn equal comparison.
3. Learn to solve the problems around us.
Ⅱ. Teaching aids 教具
录音机/各种实物，如钢笔、书本、球等，大小、长短、轻重既有相同的，又有不同的/各种表示人情感的脸谱，每种表情有同样的两份
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习旧知识并导入新课。
1. (复述Section A及Section B的内容。)
T: Retell the story in Section A and Section B.
S1: Beth felt sad because she failed the English exam. Her teacher told her to make more friends.
S2: Many people in their teens have Beth’s experiences. The doctor gave us some advice. 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，我们不能压抑在心里，要与朋友或老师倾诉，让我们看看Beth是如何向她的朋友诉说苦恼的呢？)
T: When we have some difficulties, we should talk with our friends. Now, Beth has some problems. How does she talk to her friend?
(由此导入新课。)
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现并解决1a中的重难点。
1. (方案一)
(设置情景，同学们都在教室里高兴地玩耍，而Beth却独自坐在教室的角落里，她正在想什么呢？假设你是Beth，你想对你的朋友说些什么呢？导入1a。)
T: Beth is lonely, but her classmates are playing games together happily. What’s she thinking about? Suppose you were Beth. What will you say to your friends? Now let’s come to 1a. Here is a letter from Beth to Celia. What did Beth talk about to her friend?
(把学生分成四个小组，每组共同找出文中的生词及疑难点，先小组内自行解决，解决不了的由小组代表写在黑板上，再由全班同学共同讨论解决，最后由老师讲解点评。)
(方案二)
(以简笔画的形式引入1a。)
(让学生提出自己的猜想。)
T: What are Beth and Celia talking about? Do you know? Guess!
2. (Beth以电话方式与Celia进行交谈，向她求助。)
(围绕1a的内容，让学生编Beth与Celia之间的对话并操练。)
T: Now let’s make a dialog between Beth and Celia ...
3. (教师推出1a的新单词，并讲解重难点。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
1. (根据1b中的提示词巩固如何向别人提建议。)
T: Discuss and give Beth some advice. You may use the following sentence patterns:“You’d better…”,“Why not ...?”,“Why don’t you ...?”,“Please ...”etc.
(以竞争的机制分组讨论，然后让小组报告员向全班汇报本组谈论。教师同时教育学生要善于调节自己的情绪，保持愉快的心情。)
T: Discuss the advice in groups, then give a report using“You’d better…”,“Why not ...?”and so on.
2. (听录音并跟读。)
T: Listen to 1a and repeat.
Step 4 Practice 第四步 练习(时间: 10分钟)
学习同级比较的语法知识。
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 compare the two balls.
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 ...
(教师用其他实物以同种方式来操练该句型。)
S1: This man is as sad as that one.
S2: This boy is as happy as that one.
2. (让学生以分组比赛形式复习“系表结构”，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“linking verb+adj.”,“as ... as”或“not as/so ... as”对他们进行描述。造句最多的一组获胜。如：)
GA: S1 isn’t as tall as S2.
S2 isn’t as careful as S1.
…
T: Make sentences as many as you can ...
3. (让学生独立完成2和4。)
T: Please finish 2 and 4 by yourselves.
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
探究如何综合运用本课语法知识进行书面表达。
1. (自主合作学习3。)
T: Learn 3 by yourselves, and you can discuss in groups.
2. (让学生用4~5分钟进行书面表达，用“as ... as”,“not as/so ... as”或有“because”的句子写一篇短文。)
T: According to 3, using“as ... as”,“not as/so ... as”and“because”to write a passage.
生词表:
Section C needs 1 period. Section C需用1课时。
The main activities are la 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:
stranger, advice, be used to, as ... as, hometown, accept, in public, fall asleep, clap
2. Learn equal comparison.
3. Learn to solve the problems around us.
Ⅱ. Teaching aids 教具
录音机/各种实物，如钢笔、书本、球等，大小、长短、轻重既有相同的，又有不同的/各种表示人情感的脸谱，每种表情有同样的两份
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 8分钟)
复习旧知识并导入新课。
1. (复述Section A及Section B的内容。)
T: Retell the story in Section A and Section B.
S1: Beth felt sad because she failed the English exam. Her teacher told her to make more friends.
S2: Many people in their teens have Beth’s experiences. The doctor gave us some advice. 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，我们不能压抑在心里，要与朋友或老师倾诉，让我们看看Beth是如何向她的朋友诉说苦恼的呢？)
T: When we have some difficulties, we should talk with our friends. Now, Beth has some problems. How does she talk to her friend?
(由此导入新课。)
Step 2 Presentation 第二步 呈现(时间: 10分钟)
呈现并解决1a中的重难点。
1. (方案一)
(设置情景，同学们都在教室里高兴地玩耍，而Beth却独自坐在教室的角落里，她正在想什么呢？假设你是Beth，你想对你的朋友说些什么呢？导入1a。)
T: Beth is lonely, but her classmates are playing games together happily. What’s she thinking about? Suppose you were Beth. What will you say to your friends? Now let’s come to 1a. Here is a letter from Beth to Celia. What did Beth talk about to her friend?
(把学生分成四个小组，每组共同找出文中的生词及疑难点，先小组内自行解决，解决不了的由小组代表写在黑板上，再由全班同学共同讨论解决，最后由老师讲解点评。)
(方案二)
(以简笔画的形式引入1a。)
(让学生提出自己的猜想。)
T: What are Beth and Celia talking about? Do you know? Guess!
2. (Beth以电话方式与Celia进行交谈，向她求助。)
(围绕1a的内容，让学生编Beth与Celia之间的对话并操练。)
T: Now let’s make a dialog between Beth and Celia ...
3. (教师推出1a的新单词，并讲解重难点。)
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
1. (根据1b中的提示词巩固如何向别人提建议。)
T: Discuss and give Beth some advice. You may use the following sentence patterns:“You’d better…”,“Why not ...?”,“Why don’t you ...?”,“Please ...”etc.
(以竞争的机制分组讨论，然后让小组报告员向全班汇报本组谈论。教师同时教育学生要善于调节自己的情绪，保持愉快的心情。)
T: Discuss the advice in groups, then give a report using“You’d better…”,“Why not ...?”and so on.
2. (听录音并跟读。)
T: Listen to 1a and repeat.
Step 4 Practice 第四步 练习(时间: 10分钟)
学习同级比较的语法知识。
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 compare the two balls.
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 ...
(教师用其他实物以同种方式来操练该句型。)
S1: This man is as sad as that one.
S2: This boy is as happy as that one.
2. (让学生以分组比赛形式复习“系表结构”，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“linking verb+adj.”,“as ... as”或“not as/so ... as”对他们进行描述。造句最多的一组获胜。如：)
GA: S1 isn’t as tall as S2.
S2 isn’t as careful as S1.
…
T: Make sentences as many as you can ...
3. (让学生独立完成2和4。)
T: Please finish 2 and 4 by yourselves.
Step 5 Project 第五步 综合探究活动(时间: 7分钟)
探究如何综合运用本课语法知识进行书面表达。
1. (自主合作学习3。)
T: Learn 3 by yourselves, and you can discuss in groups.
2. (让学生用4~5分钟进行书面表达，用“as ... as”,“not as/so ... as”或有“because”的句子写一篇短文。)
T: According to 3, using“as ... as”,“not as/so ... as”and“because”to write a passage.
生词表:
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