用户名:密码:注册
统一服务热线:400-606-3393 010-57799777最近浏览过
首页>英语>教案>重庆市梁平实验中学八年级英语下册教案:Unit 5 Feeling excited Topic 1《Our Clothes》SectionD(仁爱版新)

重庆市梁平实验中学八年级英语下册教案:Unit 5 Feeling excited Topic 1《Our Clothes》SectionD(仁爱版新)

分享到:

在线预览

该文档不支持在线预览

资料类别:  英语/教案 所属版本:  仁爱英语
所属地区:  重庆 上传时间:  2016/4/5
下载次数:  19 次 资料类型:  
成套专题:  专题名称
上传人:  PtCZ****@163.com

专用通道下载教育专线下载

反馈错误
文档大小:67KB      所需点数:2点
下载此资源需要登录并付出 2 点,如何获得点?

资料概述与简介

Unit 5 Feeling excited Topic1 Our Clothes SectionD Ⅰ. Material analysis 本节课为本话题的最后一a。 Section D是一节复习课,在综合复习Section A-C的词汇、语法和功能句的基础上,巩固学生本话题的学习内容。学生将解们的——Beijing Opera的历史起源,要角色,素材源进而让学生感觉京剧的旋律美同时,体会我们祖国文化的博大精深,更加意京剧艺术,进而更加热爱我们伟大的国培养自豪感。时通过inking verb + adjective 结构; 3. 能准确运用本单元重点短语进行写作练习: invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb. make peace with sb., in the end , be popular with sb., be/become interested in … 等短语。 4. 能正确做出教师设计的补充词汇对比的练习: {boring ; bored} {exciting; excited} {alone ; lonely} {because; because of } {interesting; interested} 5. 学生能综合运用本课短语、句型写出描述不同情绪的短文Beijing Opera的历史角色意义戏剧或故事艺术形式故事的物活或事件中的。历史起源,主要角色,来源的学生体会祖国的博大精深,从而热爱本土文化,热爱我们伟大的祖国培养民族感。excited, upset, happy 等形容词人的不同情绪inking verb + adjective 结构。interested 的用法。 物活或事件中的 2. 正确做出教师设计的补充词汇对比的练习。 Ⅳ. Learning strategies: 1. 通过整体复习Sections A-C,让复习也是一种学习的想法根植在学生心中。 2. 小组学习以让学生短文的写作有更的。Computer multimedia projector, the flash of the song, Rap Face; the pictures of the roles in Beijing Opera Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (7minutes). 1. The whole class work. 2. Pair work. 3. Two students’ work + the whole class work. 4. The whole class work. 1. Focus their attention on the teacher. 2. Make up the conversations in pairs. 3. The two students write their conversations on the blackboard. 4. Observe the pictures and report the information they collected. 1. Greet the students and make them ready for learning. Enjoy the song, Rap face. 2. The teacher asks the students to report their homework in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the conversations between Michael and Mr. Brown. 3. The teacher asks two students to write their conversations on the blackboard. The teacher corrects as an example for others to check. 4. The teacher shows the pictures of the roles in Beijing Opera to the students and leads to the new lesson. Ask the students to report some information they searched on the internet. Presentation (8 minutes) 1. The whole class work and individual work. 2. The whole class work. 3. The whole class work and individual work. 4. The whole class work and individual work. 5. The whole class work and individual work. 6. The whole work and individual work. 1. Students read 1 and mark T or F 2. Check the answers and correct the wrong ones. 3. Students scan Paragraph 1 and answer the questions. 4. Students check the answers. 5. Students scan Paragraph 2 and answer the question. 6. Students check the answer. 1. The teacher asks the students to skim the passage and mark T or F. 2. The teacher checks the answers. 3. The teacher asks the students to read Paragraph 1 and answer the questions: (1) When did Beijing Opera come into being? (2) Where did its music and singing come from? (3) How many main roles are there in Beijing Opera? 4. The teacher helps the students check the answers. 5. The teacher asks the students to read Paragraph 2 and answer the question : Are the young people interested in Beijing Opera nowadays? 6. The teacher helps the students check the answer. Consolidation (10 minutes) 1. Group work. 2. The whole class work. 3. Group work. 4. Individual work. 5. Some students’ work. 6. The whole class work. 1. Students read the passage by themselves and discuss in groups to find out the difficult points and sum up the main points. 2. Students underline in their books and make some notes. 3. Students discuss in groups. 4. Students each make up sentences. 5. Member A of each group gives the report. 6. The students write the short passages. 1. The teacher asks the students to read the whole passage carefully to find out the difficult points and sum up the main points of the passage. 2. The teacher makes a summary to explain the key points and difficult points to the students. (1) come into being (2) agree with sb. (3) be full of (4) make peace with... (5) in the end (6) be popular with sb. (7)be/become interested in ... 3. The teacher asks the students to look at the pictures in 2a and think about the words and phrases they may use when they talk about the pictures. 4. The teacher asks the students to make up sentences according to pictures and the words or phrases. 5. The teacher asks Member A of every group to report the passage according to the sentences above. 6. The teacher asks the students to write the short passages based on the report of 2a to describe the different feelings. 2 Practice (10 minutes) 1. The whole class work and individual work. 2. The whole class work. 3. The whole class work and individual work. 4. The whole class work and individual work. 1. Students read through Section A-C and complete the sentences in the Grammar and Functions tables. 2. Students read the grammar table and pay attention to the underlined parts of the sentences. And then complete the sentences of the function table. 3. Students finish the exercises on the screen. 4. Students finish the exercises on the screen. 1. The teacher asks the students to read through Section A-C to review the notes of this topic. 2. The teacher leads the students to sum up the Grammar and Functions. 3. The teacher designs some exercises to practice the vocabulary. (1) I want to i____you to my house this Sunday. (2) The flowers s____ nice. (3) Mr. Wang s___ to be unhappy today. What’s wrong with him? (4) He was a____ mad when he heard of the bad news. (5) Tom plays an important r____ in the new movie. 4. The teacher designs some exercises to differentiate the usages of the main words in this topic: (1) The movie is too ____. ( boring, bored) (2) We are very ____ to know the _____ news. ( exciting, excited) (3) He is new here, so he often feels _____. (alone, lonely) (4) We can’t go for a walk ____ the rain. (because, because of ) (5) We are all ___ in the ____ book. (interesting,interested) Production (10 minutes) 1.The whole class work. 2.Group work. 3. Individual work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 1. Students make sure the names of their favorite movie, play or story. 2. Students discuss the given questions in groups. 3. Students write down their own answers. 4. Students check in groups. 5. Students join their own sentences into a passage. 6. Students check each other’s passages. 7. Students finish the homework. 1. The teacher asks the students to make sure of the names of their favorite movie, play or story. 2. The teacher asks the students to discuss the given questions in groups. 3. The teacher asks the students to write down their own answers. 4. The teacher asks the students to check in groups and correct the wrong ones. 5. The teacher asks the students to join their own sentences into a passage. 6. The teacher asks two students to write down their passages on the blackboard. The teacher checks them with the students. Then the students change their papers and check others’ papers. 7. The teacher assigns homework: (1) The teacher lets students finish the essay “My favorite movie” after class. (2) The teacher asks the students to prepare the word cards to preview the vocabulary in Topic 2. Teaching Reflection Students are weak in writing practice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully. The teacher may let students enjoy a real Beijing Opera after class. Ⅶ. Blackboard design Unit 5 Feeling Excited Topic 1 I’m so happy. Section D 1. come into being 2. agree with sb. 3. be full of 4. make peace with ... 5. in the end 6. be popular with sb. 7. be/become interested in … 初中学习网,资料共分享!我们负责传递知识!www.czxxw.com

更多>>其他相关资源

资料ID:

 / /

 …下载本资料需要
进入下载页

下载次

评论

我要评论 挺不错 有待提高

热门下载