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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》SectionA(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》SectionA(仁爱版新)

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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
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Unit 5 Feeling excited Topic1 Our Clothes Section Ⅰ. Material analysis 本节课为话题的第一节课,建议用1课时上完。主要活动为Section A 的1a和3。 本课问勃勃的原因,Linking verb + adjective, 并呈现了新出现的nvite sb. to do sth., 复习了已学过的重点短语for sb., say thanks/ goodbye /hello/sorry to sb. 和a ticket to … 的用法, –Very well, thank you. Guess what! 和What a pity! 帮助学生学会如何表达和描述情绪angkang的父母邀请Michael的父母电影of Music, 把小伙伴们在家里小聚Brown没有买到of Music的票出情绪的相关词汇和表达互爱的在能够处理个人情绪的同时他人排解不良的情绪下词汇: (2)连系动词:taste, smell和sound (3)描述情绪的形容词disappointed 2. 学生能正确运用以下短语造句: invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … 3. 学生能自如地运用以下功能句进行交流。 -How are you doing? -Very well, thank you. Guess what! What a pity! Skill aims: 1. 能听懂有关情绪询问与表达情绪关情绪描述的词词作表语的以及交际功能语言和询问情绪的话描和表达自己情绪的同时,学会控制不利于自身的消极情绪,并够会关注他的情绪,在别人情绪低落时主动帮助排解不良的情绪互助互爱。交流中表结构和以下 invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … Difficult points: 1. 学生对功能用语ow are you doing? 的理解。 2. 描述他人情绪时系动词确形式的运用strategies 通过听力训练,鼓励学生通过图片和词的色彩听到的要完成的题目进行步的判断。the flash of the song, Do Re Mi. Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (8 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Pair work. 1. Focus their attention on the teacher. 2. Students describe their own feelings: Yes, we are very happy. 3. Students observe the picture and answer the question: Yes, they do. 4. Students ask and answer according to the given pictures, words and the example on the screen. Picture 2: -How does the food taste? -It tastes delicious. Picture 3: -How do they look? -They look happy. Picture 4: -How does the song sound? -It sounds wonderful. Picture 5: -How do they feel? -They feel excited. 1. Greet the students and make them ready for learning. The teacher plays the flash of the song, Do Re Mi. 2. The teacher asks the students if they are happy to see each other after the winter holiday. 3. The teacher shows the third picture of 2 on the screen: Do they look happy? 4. Show all the pictures, words and the example of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2. (The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points?wohen they answer the questions or make conversations correctly. The most excellent students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. ) Presentation (10minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 1. Observe the picture of 1a and answer the question. 2. Students make sure they understand what the statements mean. 3. Students try to find out the words expressing the feelings and have their own answers without watching the flash. 4. Students catch the general idea of the dialogue and match the three parts to make correct sentences. 5. Students watch the flash for the second time, paying attention to the pauses. 6. Volunteers read the answers. Check the answers and correct the wrong parts. 7. Think about the reason: Because Kangkang’s parents want to invite his friends’ parents to go to the movies, and they can spend the evening at Kangkang’s house and enjoy some delicious food there. 1. Ask the students to observe the picture of 1a and answer the question: Do Kangkang, Jane, Maria and Michael look excited? Lead to the learning of the conversation. 2. The teacher asks the students to read the statements in 1b. 3. The teacher asks the students to read the parts firstly and form a judgment. 4. The teacher plays the flash of 1a for the first time without stopping. Let the students listen to and match the three parts of 1b. 5. The teacher plays 1a for the second time, stopping when necessary. 6. Then ask two students to tell answers to 1b. 7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite by showing a picture of having dinner. Consolidation (10 minutes) 1.Pair work. 2.The whole class work. 3. The whole class work. 4.The whole class work. 5. The whole class work. 6. Group work. 7. The whole class work. 1. Students ask and answer questions in pairs based on 1b. 2. Read 1a and complete the passage in 1d. 3. Volunteers write the answers on the blackboard. 4. Students read the conversation after the recording sentence by sentence. 5. Students try to follow the speed, paying attention to the pronunciation and intonation. 6. Students read the conversation by themselves and discuss in groups to find out the difficult points and sum up the main points. 7. Students underline in their books and make some notes. 1. The teacher lets the students ask and answer questions in pairs based on 1b. Finish 1c. 2. The teacher asks the students to read 1a and complete the passage. The teacher offers two or three minutes to the students to finish 1d. 3. The teacher lets the students correct the wrong words. 4. The teacher plays the recording sentence by sentence. 5. The teacher plays the recording without stopping. 6. The teacher lets the students read 1a, and then asks them to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation. 7. The teacher makes a summary to explain the key points and difficult points to the students: (1) -How are you doing? -Very well, thank you. (2) linking verb + adjective (3) Guess what! (4) invite sb. to do sth. (5) one of +最高级+ 复数prepare sth. for sb. ⑺ say thanks/ hello/ sorry / goodbye to sb. (8)a ticket to Practice (10 minutes) 1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Group work and individual work. 6. The whole class work. 7. Pair work. 1. Students look at the pictures and guess the feelings of the people in the pictures of 3. 2. Students listen to and finish A in 3 first. 3. Students check the answers. 4. Students write down their answers in their books. 5. Students check their answers to B in 3. They may discuss in groups. 6. Four students from each group show their answers on the blackboard. 7. Ask and answer questions in pairs based on 3. Example: -How does the teacher feel? -She feels angry. 1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks. 2. The teacher plays the recording. 3. Let two or three students tell their answers. 4. The teacher plays the recording and pauses after each conversation. 5. The teacher plays the recording the third time without stopping. 6. The teacher checks the students’ answers, calling four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs. 7. Let the students ask and answer questions in pairs based on 3. Give out the suitable points to each group. Production (7minutes) 1. The whole class work and pair work. 2. The whole class work +pair work. 3. The whole class work. 4. The whole class work. 5. Individual work. 1. Students make up the conversations, using the linking verbs and the adjectives. -How are you doing, Mike? -Very well, thank you. You look happy. Why? -Because we will go to the movies this afternoon. 2. The students act out their own conversations in pairs. 3. Learn to care for others’ feelings. 4. Students summarize Section A with the teacher. 5. Students finish after class. (1)Memorize the summary after class. (2) Students write a passage according to the conversation in 1a and prepare for the reporting tomorrow. (3) Students learn Section B after class. 1. The teacher organizes the students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review the ways to express greetings. Encourage them to use more expressions. 2. Let the students show their own productions by acting out their conversations. The teacher gives out the suitable points to their productions. 3. The teacher sums up the students’ conversations. Teach them to care for others’ feelings. 4. The teacher shows the summary to the students. 5. The teacher assigns homework: (1) Review the summary after class. (2) Ask students to write a passage according to the conversation in 1a and read it to the whole class tomorrow. (3) Prepare Section B after class. Teaching Reflection It’s easy for the students to understand the structure of “linking verb + adjective”. But it’s a little hard for the students to use the correct form of the linking verbs in their own conversations. Teacher should design more oral practice for the students. Ⅶ. Blackboard design Unit 5 Feeling Excited Topic1 I’m so happy. Section A 1. -How are you doing? -Very well, thank you. G1 G2 G3 G4 2. linking verb + adjective 2 4 1 2 3. Guess what! 3 2 2 2 4. invite sb. to do sth. 1 2 2 2 5. one of +最高级+ 复数6. prepare sth. for sb. 7.say thanks/ hello/ sorry / goodbye to sb. 8.a ticket to… 初中学习网,资料共分享!我们负责传递知识!www.czxxw.com

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