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初中英语Topic 3 Many things can affect our feelings.教学设计
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这是一份初中英语Topic 3 Many things can affect our feelings.教学设计，共6页。教案主要包含了教学重难点，教学目标，教学准备，教学过程，作业布置等内容，欢迎下载使用。
Sectin B
Sectin B needs 1 perid．Sectin B需用1课时。
【教学重难点】
The main activities are 1a and 3．本课重点活动是1a和3。
【教学目标】
1．Learn sme new wrds and phrases:
get alng with, bss, passprt
2．Review describing persnal feelings:
He is feeling much better.
Illness usually makes us sad, wrried and frightened．
3．G n learning the usages f “make + bject + adj./v./n.” and “let + bject + v.”.
That will make him r her get well sn.
The dctr let Michael rest fr a few days.
Yur classmates make yu mnitr.
4．G n learning hw t reassure thers.
【教学准备】
录音机/幻灯片/实物或图片
【教学过程】
Step 1 Review 第一步 复习(时间: 6分钟)
复习Sectin A对话并导入新知识。
(方案一)
1．(由学生表演Sectin A中的对话。)
T:I’ll ask sme students t act ut the dialgs in Sectin A．Wh wants t try?
S1:I will.
…
2．(几组学生表演后，教师提问，并引导学生回答。)
T: What was Michael afraid f?
Ss: He was afraid f catching SARS.
T: Yes, illness usually makes us sad, wrried and afraid．What can we d when we are in this truble?
S1: We shuldn’t be afraid．
S2: We shuld be brave.
S3: …
T: Yes, we shuld always be in a gd md and try t smile at life. It’s gd fr ur health.
(在同学们问答的基础上，教师导入Sectin B：现在Michael的病好些了，同学们又是如何进一步去安慰他，使他高兴起来的？)
T: Michael is better nw. Hw will his classmates cheer him up?
(方案二)
1．(教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表达方法。)
T: Nw I act as Michael. I dn’t feel well. Please reassure me. I’m afraid f catching SARS. Am I dying?
Ss: N, Michael. Dn’t wrry. Yu’ll get well sn.
T: I’m afraid f taking bitter medicine.
Ss: Dn’t be afraid! Be brave!
T: I’m nervus abut the test at the end f the mnth.
Ss: Take it easy. We can help yu.
…
2．(让两名学生表演。)
T: Let’s d it again. Wh wants a try?
S1:I will.
…
Step 2 Presentatin 第二步 呈现(时间: 8分钟)
呈现并学习1a中的重点词句。
1．(教师将已设计好的听力问题呈现在黑板上。)
(让学生听1a的录音，并回答问题。)
T: Listen t 1a and answer the questin n the blackbard．
(教师核对答案。)
T: Let’s check the answer t the questin.
(板书答案，学习并掌握put n。)
2．(通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get alng with和affect; 理解schlmate和wrkmate; 了解md。)
T: OK. We knw Michael’s classmates will put n a shrt play t make him happy. Well dne! In ur daily life, we shuld get alng well with ur classmates, schlmates r wrkmates and help each ther. It can bring us happiness. If we are usually in this gd md, we may becme healthier. That’s t say, mds can affect ur health.
(板书画线生词及短语，并进行适当讲解，然后进入巩固环节。)
3．(自读1a，画出make，let结构的句子。)
T: Read 1a by yurselves. Underline the structure f “make +bject + adj. /v.” and “let +bject
+v.”
(核对并板书。)
Step 3 Cnslidatin 第三步 巩固(时间: 10分钟)
巩固1a，完成1b。
1．(放1a的录音, 要求学生跟读，注意语音和语调。)
T: Please fllw the tape and pay attentin t the prnunciatin and intnatin.
2．(让学生自读1a, 完成1b，并让学生试着复述。)
T: Please read 1a by yurselves and fill in the blanks in 1b．Then try yur best t retell it.
(检查答案。)
3．(组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：)
S1: Is Michael feeling better?
S2: Yes.
S1: Hw d his classmates make him happy?
S2: …
S1: Many things can affect ur feelings. Can yu give sme examples?
S2: …
S1: What shuld we d when we are in truble?
S2: …
(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 12分钟)
编对话并表演，完成2和3。
1．(让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。)
T: Have yu gt （A） tthache befre?
Ss: Yes. / N.
T: Nw, if yu’ve gt a tthache, what shuld yu d?
Ss: G t see a dentist.
T: Right. Make a new dialg between a patient and a dentist with yur partner. Yu need t use sme phrases r sentences t express yur emtins.
Example:
A: I’m afraid f… / I’m wrried abut…
B: Calm dwn. / Dn’t be afraid…
(让学生先准备两三分钟，再表演。并对其进行合理评价。)
2．(完成2。)
T: OK. Let’s listen t 2．This is a dialg abut seeing a dentist, t. What d they say? Please listen carefully and cmplete 2．
(核对答案。)
T: Let’s check the answers tgether.
3．(教师呈现例句，学习并掌握生词bss，理解headmaster，然后让学生观察make, let后动词的形式，归纳总结make, let的用法。)
(板书)
4．(教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。)
T: Please lk at the pictures in 3 and make sentences after the example.
(让几名学生分别把答案板书到黑板上，然后一起检查。)
T: I’ll chse sme students t write their answers n the blackbard．
(一分钟后)
T: Please lk at the blackbard and check the answers.
(学生可能会出现类似这样的错误。)
T: Are they right?
Ss: N.
T: Hw t crrect them?
Ss: Cut “t”.
T: Yes. Gd．
(如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。)
5．(让学生用 “make/let smebdy d/nt d” 造更多的句子。)
T: Please make sentences using “make/let smebdy d/nt d” as many as yu can.
Step 5 Prject 第五步 综合探究活动(时间: 9分钟)
探究处理4。
1．(利用实物或图片学习生词passprt，然后讨论 “Yur classmates make yu mnitr.” 句子结构，完成4并派小组报告员向全班同学汇报。)
Example:
T: Which situatin makes yu nervus?
Ss: ...
T: Which situatin makes yu happy?
Ss: ...
…
2．(让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。)
【作业布置】
(在日常生活中有很多东西影响着我们的心情，请举例。)
T: Many things can affect ur feelings and mds. Please give sme examples.Hw will Michael’s classmates cheer him up?
They will put n a shrt play and give him a surprise.
get alng with, schlmate, wrkmate, affect, md
Illness usually makes us sad, wrried and frightened．
That will make him r her get well sn.
S let’s give Michael a surprise!
Let’s prepare fr it.
The bss makes the wrkers wrk fr 14 hurs a day.
That will make him r her get well sn.
Let’s prepare fr it.
Let’s give Michael a surprise.
Make /let sb．d sth.
The funny man makes the girl t laugh.
Mther desn’t let her child t watch TV.
Sectin B
Sectin B needs 1 perid．Sectin B需用1课时。
【教学重难点】
The main activities are 1a and 3．本课重点活动是1a和3。
【教学目标】
1．Learn sme new wrds and phrases:
get alng with, bss, passprt
2．Review describing persnal feelings:
He is feeling much better.
Illness usually makes us sad, wrried and frightened．
3．G n learning the usages f “make + bject + adj./v./n.” and “let + bject + v.”.
That will make him r her get well sn.
The dctr let Michael rest fr a few days.
Yur classmates make yu mnitr.
4．G n learning hw t reassure thers.
【教学准备】
录音机/幻灯片/实物或图片
【教学过程】
Step 1 Review 第一步 复习(时间: 6分钟)
复习Sectin A对话并导入新知识。
(方案一)
1．(由学生表演Sectin A中的对话。)
T:I’ll ask sme students t act ut the dialgs in Sectin A．Wh wants t try?
S1:I will.
…
2．(几组学生表演后，教师提问，并引导学生回答。)
T: What was Michael afraid f?
Ss: He was afraid f catching SARS.
T: Yes, illness usually makes us sad, wrried and afraid．What can we d when we are in this truble?
S1: We shuldn’t be afraid．
S2: We shuld be brave.
S3: …
T: Yes, we shuld always be in a gd md and try t smile at life. It’s gd fr ur health.
(在同学们问答的基础上，教师导入Sectin B：现在Michael的病好些了，同学们又是如何进一步去安慰他，使他高兴起来的？)
T: Michael is better nw. Hw will his classmates cheer him up?
(方案二)
1．(教师以迈克尔的身份, 表述感情，引导学生使用学过的关于安慰的表达方法。)
T: Nw I act as Michael. I dn’t feel well. Please reassure me. I’m afraid f catching SARS. Am I dying?
Ss: N, Michael. Dn’t wrry. Yu’ll get well sn.
T: I’m afraid f taking bitter medicine.
Ss: Dn’t be afraid! Be brave!
T: I’m nervus abut the test at the end f the mnth.
Ss: Take it easy. We can help yu.
…
2．(让两名学生表演。)
T: Let’s d it again. Wh wants a try?
S1:I will.
…
Step 2 Presentatin 第二步 呈现(时间: 8分钟)
呈现并学习1a中的重点词句。
1．(教师将已设计好的听力问题呈现在黑板上。)
(让学生听1a的录音，并回答问题。)
T: Listen t 1a and answer the questin n the blackbard．
(教师核对答案。)
T: Let’s check the answer t the questin.
(板书答案，学习并掌握put n。)
2．(通过谈论Michael与同学们之间的友谊，加强对学生的情感教育，从而引出并学习本课的目标语言。掌握get alng with和affect; 理解schlmate和wrkmate; 了解md。)
T: OK. We knw Michael’s classmates will put n a shrt play t make him happy. Well dne! In ur daily life, we shuld get alng well with ur classmates, schlmates r wrkmates and help each ther. It can bring us happiness. If we are usually in this gd md, we may becme healthier. That’s t say, mds can affect ur health.
(板书画线生词及短语，并进行适当讲解，然后进入巩固环节。)
3．(自读1a，画出make，let结构的句子。)
T: Read 1a by yurselves. Underline the structure f “make +bject + adj. /v.” and “let +bject
+v.”
(核对并板书。)
Step 3 Cnslidatin 第三步 巩固(时间: 10分钟)
巩固1a，完成1b。
1．(放1a的录音, 要求学生跟读，注意语音和语调。)
T: Please fllw the tape and pay attentin t the prnunciatin and intnatin.
2．(让学生自读1a, 完成1b，并让学生试着复述。)
T: Please read 1a by yurselves and fill in the blanks in 1b．Then try yur best t retell it.
(检查答案。)
3．(组织学生分角色朗读课文，然后引导学生这样谈论1a的内容：)
S1: Is Michael feeling better?
S2: Yes.
S1: Hw d his classmates make him happy?
S2: …
S1: Many things can affect ur feelings. Can yu give sme examples?
S2: …
S1: What shuld we d when we are in truble?
S2: …
(这样有助于检查学生对课文的理解程度，也利于培养学生的口头表达能力和语言组织能力。活动结束后，教师给出符合实际的评价，以鼓励为主。)
Step 4 Practice 第四步 练习(时间: 12分钟)
编对话并表演，完成2和3。
1．(让学生编对话。假设自己患了牙病，去看医生。注意在对话中要用一些表示情感的词或句子。)
T: Have yu gt （A） tthache befre?
Ss: Yes. / N.
T: Nw, if yu’ve gt a tthache, what shuld yu d?
Ss: G t see a dentist.
T: Right. Make a new dialg between a patient and a dentist with yur partner. Yu need t use sme phrases r sentences t express yur emtins.
Example:
A: I’m afraid f… / I’m wrried abut…
B: Calm dwn. / Dn’t be afraid…
(让学生先准备两三分钟，再表演。并对其进行合理评价。)
2．(完成2。)
T: OK. Let’s listen t 2．This is a dialg abut seeing a dentist, t. What d they say? Please listen carefully and cmplete 2．
(核对答案。)
T: Let’s check the answers tgether.
3．(教师呈现例句，学习并掌握生词bss，理解headmaster，然后让学生观察make, let后动词的形式，归纳总结make, let的用法。)
(板书)
4．(教师用幻灯展示3中的图片，练习make, let的用法，提醒学生注意make后接动词的原形。)
T: Please lk at the pictures in 3 and make sentences after the example.
(让几名学生分别把答案板书到黑板上，然后一起检查。)
T: I’ll chse sme students t write their answers n the blackbard．
(一分钟后)
T: Please lk at the blackbard and check the answers.
(学生可能会出现类似这样的错误。)
T: Are they right?
Ss: N.
T: Hw t crrect them?
Ss: Cut “t”.
T: Yes. Gd．
(如果学生写的句子全部正确，教师可故意写几个错误句子，以提醒学生注意make, let后动词的形式。)
5．(让学生用 “make/let smebdy d/nt d” 造更多的句子。)
T: Please make sentences using “make/let smebdy d/nt d” as many as yu can.
Step 5 Prject 第五步 综合探究活动(时间: 9分钟)
探究处理4。
1．(利用实物或图片学习生词passprt，然后讨论 “Yur classmates make yu mnitr.” 句子结构，完成4并派小组报告员向全班同学汇报。)
Example:
T: Which situatin makes yu nervus?
Ss: ...
T: Which situatin makes yu happy?
Ss: ...
…
2．(让同学讨论在平时的生活中，哪些事使自己感到紧张、高兴、担心或害怕，小组总结、全班汇总。教师可适当给一些处理此类事情的方法和技巧，以培养学生处理应急事情的能力及生存的能力。)
【作业布置】
(在日常生活中有很多东西影响着我们的心情，请举例。)
T: Many things can affect ur feelings and mds. Please give sme examples.Hw will Michael’s classmates cheer him up?
They will put n a shrt play and give him a surprise.
get alng with, schlmate, wrkmate, affect, md
Illness usually makes us sad, wrried and frightened．
That will make him r her get well sn.
S let’s give Michael a surprise!
Let’s prepare fr it.
The bss makes the wrkers wrk fr 14 hurs a day.
That will make him r her get well sn.
Let’s prepare fr it.
Let’s give Michael a surprise.
Make /let sb．d sth.
The funny man makes the girl t laugh.
Mther desn’t let her child t watch TV.
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