《Ｕｎｉｔ　５　Ｔｏｐｉｃ　ＩＩ　Ｓｅｃｔｉｏｎ　Ｂ》教學設計

李智宏

一、內容簡介

本課選自仁愛版三年制初級中學英語教材八年級下冊第五單元第二話題Section B。本話題是通過形式多樣的對話和短文，使學生學會用簡單的語言描述自己和他人的情感，并提高學生的閱讀能力。

二、學生分析

雖然學生能在教師的指導下準確運用已學過的詞句進行對話，但對所學知識缺乏系統(tǒng)的歸納和總結。通過本課的學習可以達到使學生復習鞏固所學知識，并對其進行系統(tǒng)歸納和總結的目的。

三、教學目標

1． 認知目標

1）復習表示個人情感的形容詞和系表結構。

2）復習并掌握Because引導的原因狀語從句。

3）歸納和掌握形容詞和副詞的同級比較。

4）練習同級比較句型。

2． 情感目標

1）能用簡單的言語描述自己或他人的情感。

2）使學生學會與人溝通并根據具體的情景給出恰當的建議。

四、教學方法

運用創(chuàng)設情景、對比、觀察、演示等教學方法。

五、教學準備

演示圖片和錄音機。

六、教學過程

Step1Review

Let the students sum up the expressions of different feeling and then make up new dialogs according to the form.

Example:

S1 : How do you feel?

S2 : I feel bored.

S1 : Why do you feel bored?

S2 : Because Im not interested in this class.

（幫助學生歸納和總結表示情感的形容詞,復習系表結構的用法。通過學生之間的對話，讓大部分學生參與活動，激發(fā)學生的表現欲，活躍課堂氣氛。）

Step2Presentation

The teacher leads into the new lesson:

How is Beth feeling today? Why?

Please listen to the tape and find the answers.

Let the students listen to 1a and find the answer.

She is feeling really sad because she didnt pass the English exam.

Listen to 1a again and follow the tape, then answer the following questions:

Whom does Beth want to be her friend?

Who reassures Beth? What advice does Miss Wang give to Beth?

How does Beth feel now?

Make up a dialog with the tape.

Read 1a again and then finish 1b and 1c.

（通過教師導入新課，學生對話練習，回答問題，學習Because引導的原因狀語從句，使學生能用恰當的語言描述自己和他人的情感）

The teacher says: Suppose you are one of Beths friends. Please give her some advice. You may choose the following sentences:“Youd better…”,“Why not…”,“Why dont you…”,etc.

（讓學生找出給出建議的一些方法，進一步練習描述自己和他人的情感。）

Step3Consolidation

The teacher gives his/her comments:

Oh, you did a good job. But do you know whose advice Beth accepts at last? Please find the answer in 2a.

Ask the students to Listen to 2a and find out the answer to these questions.

（用快速閱讀來培養(yǎng)學生整體獲取信息的能力。）

Ask the students to read 2a by themselves . Guess the meaning of each new word according to the text.

Explain the important sentences and useful phrase.

（聽錄音并跟讀，提高學生的模仿能力。并在精讀的過程中，培養(yǎng)學生分析問題和解決問題的能力。）

Step4practice

The students finish Part 3.

Make sentences Using “as…as” or“not as/so…as”.

Step5 project

Let the students works in groups of four. Review and consolidate how to make suggestions and the equal comparison.

Example:

S1 : I am worried about falling behind others.

S2 : Youd better study harder.

S3: I am as worried as S1. What should I do?

S4:: Why not study as hard as us.

（學生以四人小組為單位，表述個人情感以及給人提出建議，充分體現了新課程的自主探究、合作交流學習方式，促使學生互相學習，互相幫助，發(fā)展合作精神。）

Step 6Sum up the lesson

Step 7 Homework

七、板書設計

Section B

get/be used to sth.as +adj./adv.+ as

get/be used to doing sthnot as/so +adj./adv. +as

advicea piece of advice

some advice

（責任編輯 李 婧）