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视频标签：feeling bett
所属栏目：初中英语优质课视频
视频课题：仁爱科普版英语八年级下册Unit 5 Feeling Excited Topic 2 I’m feeling better now.河北省 - 邢台
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仁爱科普版英语八年级下册Unit 5 Feeling Excited Topic 2 I’m feeling better now.河北省 - 邢台
Unit 5 Feeling Excited Topic 2 I’m feeling better now.
本单元以Feeling Excited 为主题。第二话题在感官动词表感受的基础上学习与别人分享自己的感受并学会安慰和提出建议的表达法。本节课为话题的第一节课，主要活动为Section A 的1a和2。
本课从复习感官动词表感受入手，继而谈论不同情绪的原因，引出原因状语从句的学习和运用。在pre-listening环节，运用不同方式的大量造句对原因状语从句加以操练。在While-listening环节设置由易到难的听力活动，使学生听懂有关情绪的简单对话。Post-listening环节中则首先要求学生有感情地朗读和表演1a的对话。之后利用本课所学自编对话谈论自己的经历，达到学以致用的目的。
Ⅰ. Teaching aims 1. Knowledge aims：
1）学习并掌握新词汇和短语: exam, strict, shy, be strict with
2）能够自如地运用以下交际用语进行交流: Anything wrong? / What seems to be the problem?
/ She feels very lonely because she has no friends to talk with.
2. Skill aims:
1）能听懂有关情绪的简单对话。
2）能正确地运用本课新呈现的短语，原因状语从句及交际功能进行有关情绪及其原因的对话。 3. Emotional aims:
通过对本课的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。 Ⅱ. The key points
1. 学生在交流中能自如地运用描述情绪和情感的形容词。 2. 正确运用原因状语从句。 Ⅲ.Teaching methods
1. 情景教学法；2. PWP教学法；3. 任务型教学法 Ⅳ. Learning strategies
1. 通过造句更好地掌握新学的单词和表达方式；
2. 通过把简单句连成复合句更好地理解和运用原因状语从句。 V. Teaching aids
多媒体课件, 视频, 图片和黑板
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VI Teaching procedures
Stage 1(2mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1 Warming-up (Class activity)
Get ready for the lesson. Play the video of the song Feelings.
T：Before class, let’s enjoy the song Feelings.
T: What’s the song talking about?
T: Yes, everyone has his own feelings. We may feel …
T: Today we will go on learning about feelings.
Enjoy the song Feelings to get ready for the lesson.
Ss: …
Ss: Feelings.
Ss:
Happy,
excited,
surprised, sad, worried, disappointed …
创设情境之音乐渲染情景。 利用音乐渲染情景，准备进入学习状态,引入本课话题。
Main contents： happy, excited, surprised, sad, worried, disappointed …
Remark：次环节的目的是创造学习英语的氛围，用音乐来刺激学生的感知，鼓励学生跟唱，投入到新课的学习中去。但是音乐的内容要与本课内容对应。 Stage 2（3mins)： Revision
Step
Teacher activity
Student activity
Designing purpose
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1 Revision (Pair work)
Review the sentence patterns about asking feelings and linking verb + adjective. And show the sentence patterns.
T: Hi, S1. How do you feel today?
T: Why do you feel …?
T: Hi, S2….
T: Now, please greet each other in pairs based on the sentence patterns.
Make dialogs about asking feelings to review the sentence patterns and linking verb + adjective.
S1: I feel …
S1: Because …. S2：…
SA1: How do you feel today? SB2: I feel …
SA1: Why do you feel …? SB2: Because ….
创设情境之生
活展现情景。 把学生带入生活中同学间见面相互关心问候的情景。复习询问情绪的句型与系表结构。导入到本节课话题——情绪的讨论。
Main contents: A: How do you feel today?
B: I feel …
A: Why do you feel …? B: Because ….
Remark：此环节利用生活展现情景复习系表结构，同时，渗透原因状语从句，帮助学生自然而然地感知和运用本节课的目标语言。 Stage 3（15mins)： Pre - listening
Step
Teacher activity
Student activity
Designing purpose
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1 Presentation
( Class activity and pair work) Show the pictures in 2. Talk about
feelings
to
use adverbial clauses of reason.
T: How does the girl feel?
T: Why does she feel lonely?
T: So we can say “The girl feels lonely because she has no friends.” Follow me.
T: Now, practice in pair.
T: Time’s up. This group, please. …
Talk about pictures in 2 to use adverbial clauses of reason. Practice the dialog based on adverbial clauses of reason.
Ss: She feels lonely.
Ss: Because she has no friend.
Ss: The girl feels lonely because she has no friends. P1
SA1: How does the girl feel?
SB1: She feels lonely. SA1: Why does she feel lonely?
SB1: She feels lonely because she has no friends..
P1: … P2: … …
创设情境之图画再现情景。
利用2中的图片，创设情境，学习并练习原因状语从句及询问情绪的。
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2 Presentation ( Class activity and pair activity)
Talk about pictures in 2 to use the useful expressions “Anything
wrong?”
and “What seems to be the problem?”
T：Actually, we can express “How do you feel” in another way. We can say “Anything wrong?”
T: Anything wrong with the girl?
T: … (Show the next two pictures like this.)
T: And we can also say “What seems to be the problem?”
T: So what seems to be the problem in
the
fourth picture?
T: … (Show the next two Make dialogs with pictures in 2 to use the useful
expressions “Anything wrong?” and “What seems to be the problem?”
S: Anything wrong?
S:
She
feels
lonely
because she has no friends.
S: …
Ss: What seems to be the problem?
Ss: The woman seems to be worried because her son is ill.
创设情境之图
画再现情景。 利用2中的图
片，创设情境，学习并练习询问情绪的句型。完成2。
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pictures like this.)
Ss: … 3 Presentation
( Class activity and pair activity)
Show
the
picture
and encourage Ss to answer the questions. Show the new words.
T: Anything wrong with the boy?
T: Is his mother strict with him?
Try
to
answer
the questions and learn new words.
Ss: He feels sad and shy because he did badly in the exam.
Ss: Yes, she is.
创设情境之图
画再现情景与生活展现情景。 为学生创设贴他们生活的情景，将他们带入
情景，学习新单词。 Main contents:
New words: shy, exam and strict Adverbial clauses of reason:
1. The girl feels lonely because she has no friends. 2. The boy gets angry because his pen is lost. 3. The woman seems worried because his son is ill. 4. The children are excited because the movie is interesting. 5. The boy looks tired because he has too much homework to do. 6. The girl feels sad because all the buildings in her hometown fell down. Expressions about asking feelings: 1. Anything wrong?
2. What seems to be the problem? Remark：
此环节通过操练询问情绪的句型和造句更好地掌握新学句型和原因状语从句表达方式。
值得一提的是，图画是展示形象的主要手段，利用图画展现课文情景，更有利把学
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生带入生活情景之中，感知与体会情景，更有效地完成语言的学习。
Stage4（6mins)： While - listening
Step
Teacher activity
Student activity
Designing purpose
1 Prediction (Class activity)
Show the picture in 1a to predict the dialog.
T: Who can you see in the picture?
T: Why is Li Hong crying? Can you guess?
Look at the picture and predict the dialog.
Ss: They are Miss Wang, Helen and Li Hong.
Ss: …
创设情境之图画再现情景与生活展现情景。 利用图片导入
1a。看图预测对话内容。
2 Consolidation (Individual work)
Play the tape of 1a and show some questions on the screen. Explain the new words based on the sentences.
Q1: How does Li Hong feel?
Q2: Why is Li Hong crying?
Q3: Is Li Hong quiet and shy? Listen to 1a and answer the questions.
Guess
the meaning of the new words.
由浅入深设置听力练习,巩固
新词、功能句型与原因状语从句等重点内容。
3(Group work)
Encourage
students
to resolve the problems by themselves.
Find out the main phrase in 1a.
小组为单位，讨
论并解决1a中的重点短语，目的在于培养学生的自主学习以及合作解决
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问题的能力。
Contents:
1. Q1: How does Li Hong feel?
A1: She feels lonely because she has no friends to talk with. Q2: Why is Li Hong crying?
A2: She is crying because she did badly in the English exam. She is very strict with herself. Q3: Is Li Hong quiet and shy? Yes, she is.
2. be strict with sb. : 对某人要求严格
have no friends to talk with … : 没有朋友可以交谈 be worried about …: 对… … 感到担忧
Remark：此环节利用了图画再现情景与生活展现情景来为学生创设学习、练习语言的情景，这样避免了枯燥地学习语言，鼓励学生在已创设的情境中使用语言。另外，此环节的学习活动中，利用小组讨论发现问题并解决问题，有利于学生进一步理解对话内容。 Stage 5（11mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose
1Practice (Pair work)
Ask the students to act out the dialog in 1a.
T：Practice in pairs and then act the dialog out.
T: Now who wants to share us your performance? OK. You two please.
Practice and then act out the dialog in 1a in pairs.
P: …
P: …
创设情境之表演体会情景。
进一步练习对话，能够运用所学内容。
2 Discussion (Group work)
Ask the students to discuss how to get out of bad feelings.
Discuss how to get out of bad feelings. 创设情境之语言描述情景。 培养学生口语
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