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課題 仁愛版八下英語 Unit 5 Topic 3 Section B教案
一、教學目標 知識目標 學生能夠正確認讀、拼寫本節課的新單詞和短語：test, nervous, speech, in public, fall ill 等。 掌握并能運用重點句型： How long have you been like this I'm always nervous before a test. I get so nervous when I give a speech. 能力目標 能夠聽懂有關描述情緒及原因的對話和短文，獲取關鍵信息。 學生能夠運用所學詞匯和句型，描述自己或他人在不同場景下的情緒感受及原因，提高口語表達和書面寫作能力。 情感目標 引導學生關注自身情緒變化，學會正確面對壓力和緊張情緒，培養積極樂觀的心態。 二、教學重難點 重點 本節課新單詞、短語及重點句型的學習與運用。 讓學生理解并掌握不同場景對人們情緒的影響，如考試、演講等。 難點 如何引導學生運用所學知識，在真實語境中自然流暢地表達情緒及原因，尤其是一些長難句的組織，如：I can't sleep well these days because I'm always worried about my test. 三、教學方法 情境教學法、任務驅動法、小組合作法、多媒體輔助教學法 四、教學過程 （一）Warming-up （5 分鐘） Greet the students as usual. Play a short video clip about different people showing various emotions. After watching, ask students to name the emotions they saw. T: Boys and girls, today we are going to continue our topic about feelings. First, let's watch a short video. Pay attention to the people's faces and try to tell me what kind of emotions they are showing. (Play the video) Ss: Happy, sad, angry, excited... Review some words about emotions learned before by asking students to make sentences with them. （二）Presentation （12 分鐘） Present new words and phrases Show pictures on the PPT related to the new words: a student taking a test, a person looking nervous, someone giving a speech. Teach the words “test, nervous, speech” one by one. T: Look at this picture. The boy is sitting at the desk and writing. He is taking a test. Read after me, “test”. Ss: Test. Explain the phrases “in public” and “fall ill” with examples. T: When you do something in front of many people, we say “in public”. For example, giving a speech in public makes some people nervous. And if you don't feel well and your body is not healthy, we say you “fall ill”. Present key sentences Use the pictures and situations to present the key sentences. T: (Pointing to the picture of a nervous student before a test) Look at this girl. She is sitting there and looking very worried. If we ask her “How long have you been like this ”, she may answer “I'm always nervous before a test.” Now, read after me. Ss: How long have you been like this I'm always nervous before a test. Do the same way to present “I get so nervous when I give a speech.” （三）Listening （5 分鐘） Pre-listening Tell students that they will listen to a conversation between two friends. One of them is not feeling well. Ask them to read the questions below quickly before listening: What's wrong with Michael How long has he been like this Why is he so nervous While-listening Play the recording for the first time. Students just listen and get a general idea. Play it again. This time, students listen carefully and try to answer the questions. Post-listening Check the answers with the whole class. If necessary, play the recording again for some students who didn't catch the key points. T: OK, let's check the answers. Who can tell me what's wrong with Michael S1: He can't sleep well and he feels tired. T: Good. And how long has he been like this S2: For two days. T: Right. Why is he so nervous S3: Because he has a big test coming up. （四）Pair work （10 分鐘） Divide the students into pairs. Give them some situations on the cards, such as: going to the dentist, performing on the stage, having an important interview. Ask them to make conversations using the key sentences and new words they just learned. T: Now, boys and girls. I'll divide you into pairs. Each pair will get a card with a situation. You need to make a conversation like what we heard just now. For example, if your situation is going to the dentist, you can start like this: A: You look worried. What's wrong B: I'm going to the dentist tomorrow. I'm really nervous. Understand Ss: Yes. Walk around the classroom and offer help if students have difficulties. Ask several pairs to act out their conversations in front of the class. （五）Group work （8 分鐘） Divide the students into groups of four. Give them the task: Discuss in the group and make a list of things that usually make you or people around you nervous or excited. And then choose one thing and make a short report to the class, using the sentence structures they learned. T: Next, let's do group work. Four students in a group. First, discuss and write down the things that can cause nervous or excited feelings. Then, make a report. You can say something like “Many things can affect our feelings. For example, when we..., we usually feel... because...” Ss: OK. Each group presents their reports. Encourage other groups to ask questions or give comments. （六）Summary （3 分鐘） Ask a student to summarize what they have learned in this class. T: Who can stand up and tell us what we learned today S4: We learned some new words like test, nervous... and key sentences. We also talked about things that make us feel nervous. The teacher supplements and emphasizes the important points. T: Very good. And remember to use these words and sentences to express your feelings correctly. Also, when you feel nervous, try to find ways to relax. （七）Homework （2 分鐘） Ask students to make a survey among their family members or friends about the things that make them feel nervous or excited. Write down at least five examples and make a short report. Review the new words and sentences. 五、教學反思 在教學過程中，通過多樣化的教學活動，如視頻導入、情境創設、小組合作等，大部分學生能夠積極參與課堂，較好地掌握了本節課的重點知識。但在口語表達環節，仍有少數學生比較害羞，不敢開口表達。在今后的教學中，需給予這部分學生更多鼓勵和引導，提供更多個性化的練習機會，幫助他們克服心理障礙，提高口語表達能力。同時，對于一些基礎較薄弱的學生，在詞匯和句型的鞏固練習上還需加強。

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