八年级英语下册Unit5教案1
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands 目标要求
1. Learn some new words:
nervous, bitter, sleepy, CD, DVD, test
2. Learn how to describe feelings.
These days I feel very bored and lonely at home.
3. Learn the usages of“make + object + v./adj.”and“let+object+v.”.
It makes me feel nervous.
Some TV programs make me sleepy.
Let Jim play instead of you.
4. Emotions
Fear: I’m worried about the test at the end of the month.
Reassurance: Don’t be afraid!
Be brave!
Take it easy.
Don’t worry.
Sympathy: I’m so sorry about your illness, but it can’t be SARS.
5. Attitudes
Hope and wish: I hope so.
Likes and dislikes: I hate to go to the hospital.
6. Social Communications
Seeing the doctor
How long have you felt like this?
Ⅱ. Teaching aids 教具
录音机/手机/写有听力任务的小黑板或课件/写有表示情感的卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间: 5分钟)
复习电话用语并导入新课。
(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。)
(T: Suppose one student was absent, now 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: What’s wrong with you?
S1: I have a cold.
T: Oh, I’m sorry to hear that. Don’t worry. Take a good rest.
S1: Thanks a lot.
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现并学习1a，完成1b。
1. (让学生先看1b, 然后带着任务去听1a。)
T: Boys and girls. Turn your books to page 17. Read 1b first. Then listen to 1a with your books closed. If you can’t understand it, you may open your books.
2. (完成1b。)
T: Can you answer the questions in 1b?
S1: Maybe…
S2: Let me have a try…
T: OK. Let’s check them together.
(问题答案不是唯一，学生回答越全越好，应多鼓励。)
3. (教师板书关键词。)
sound terrible feel nervous be sorry about You need ...
I hate to… be afraid of Don’t be afraid! Be brave!
4. (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: 13分钟)
巩固1a，并学习2。
1. (放1a的录音, 让学生跟读，注意语音语调。)
T: Read after the tape, and pay more attention to the pronunciation and intonation.
2. (让学生自读。)
T: Now, read by yourselves.
3. (询问几名学生是否担心下周的英语测试，并给予安慰。)
(板书生词。)
test 测试
T: S1, are you worried about the test next week?
S1: Yes. I’m afraid of getting poor results.
T: Take it easy. You can do a good job.
4. (引导学生学习更多关于安慰别人的用法。)
T: Michael missed a lot of lessons because of his illness. So he is also worried about the test. Can his classmates help him? Let’s come to 2 to find it.
(教师呈现小黑板上的听力任务。)
How does Michael feel at home?
When will there be a test?
What will his friends do for him?
(播放2的录音，学生听后回答问题。)
T: Listen to 2 and answer the questions on the small blackboard.
5. (与学生一起核对答案，并解释文中难点。)
T: Now, let’s check the answers together.
6. (让学生在书上画出表示安慰的词或句子。)
T: Listen again and underline the expressions of reassurance, for example: Don’t be afraid…
7. (让学生多读几遍直至熟悉，然后表演对话。)
T: Work with your books, then close your books and try to act it out with your partner.
(为下一步串演作准备。)
Step 4 Practice 第四步 练习(时间: 12分钟)
操练1a和2，并完成3。
1. (教师展示写有表示情感的词的卡片，S1说出句子，S2安慰他/她。)
be afraid of make me feel nervous make me sleepy
…
S1: I’m afraid of taking bitter medicine.
S2: Don’t be afraid.
…
(然后以同样的方式操练。)
2. (让学生模仿卡片上的例子，使用“make”造短语。)
T: Please use“make”to make phrases as many as you can.
S3: Make me happy.
S4: Make him feel nervous.
…
3. (四人一组串演1a和2, 可以改编，可以用真实姓名等。)
T: Now make yo
生词表: