八年级下册英语全册教案

Unit 5 Feeling ExcitedTopic 1 You look excited.Section A. Teaching aimsKnowledge aims：1. 学生能正确拼读并运用以下词汇：(1)单词表中的黑体单词 invite(2)连系动词：be,look, feel, taste, smell 和 sound(3)描述情绪的形容词：excited, happy 和 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. 能听懂有关情绪的询问与表达的简单对话和陈述。2. 能正确地运用本课的交际功能用语问候或表达情绪。3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotional aims：通过对 Section A 的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。. The key points and difficult pointsKey points：学生在交流中能自如地运用系表结构和以下短语：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 How are you doing? 的理解。2. 描述他人情绪时连系动词正确形式的运用。. Learning strategies通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。. Teaching aids Computer multimedia projector, the flash of the song, Do Re Mi. Teaching proceduresStep 1 Review 第一步 复习 (时间: 5 分钟)复习表达情感的形容词并处理新词句。(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。) T: Did you have a good time in your winter holiday?Ss:Yes, we did.T: S1, did you ask your friends to your home for dinner?S1: Certainly.T: Oh, I know you invited your friends to your home. Were you ? S1: Yes, we were very happy.T:Great. I know all of you had a good winter holiday. Now lets use stick figures to express your feelings in the holiday.sad excited angry worried(板书并要求学生掌握 invite 和 none；理解 worried；了解 disappointed。)invite, none, disappointed, worriedStep 2 Presentation 第二步 呈现(时间: 7 分钟)呈现并处理 1a 的对话。1. (教师总结并导入 1a。)T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Lets listen to 1 and find it.(板书) How does he feel? (核对答案。)2. (让学生跟读 1a 并画出文中重点词、句，然后教师板书。学生掌握 say thanks to。)How are you doing?excitedinvitesay thanks to3. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)T: Listen again, underline the new words and difficulties.(板书)movie theater, exciting, The Sound of Music, disappointed, Sound great! What a pity!Step 3 Consolidation 第三步 巩固(时间: 10 分钟)巩固 1a 的知识点。1. (让学生再读 1a，然后进行角色扮演。)T: Read 1a again, and then act it out in roles.2. (让学生完成 1b, 1c 和 1d。)Step 4 Practice 第四步 练习(时间: 15 分钟)引出并练习系表结构。1. (通过师生问答，呈现并讲解系表结构。)Kangkang/excited Mr. Lee/disappointedT: Kangkang looks excited. What about Mr. Lee?S1: He feels disappointed.主 系 表(让学生总结学过的系动词，教师板书，学习生词 taste。)be, look, feel, sound, taste2. (给学生 35 分钟时间，完成 2 的练习。)T: You have 35 minutes to finish 2.(教师板书答案。)(1) The food is/tastes very delicious.(2) Michael is/looks so happy.(3) The music is/sounds wonderful.(4) They are/feel excited. Step 5 Project 第五步 综合探究活动(时间: 8 分钟)合作探究本课重点词句。1. (让学生自我测试，通过反义词学习生词。)T: We have learned many adjectives. Lets have a test. Say out the opposite words as quickly as you can.T:happySs: T: (板书)T: Great / Wonderful!popularunpopularsmartsillykindcruel2. Homework:T: Make a survey about how your friend feels when she/he is in the following situations.Situation FeelingPass the exam.Be late for class.Your pet dog is dead.Listen to wonderful music.Your mother is ill. Teaching ReflectionIts easy for the students to understand the structure of “linking verb + adjective”. But its 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. Blackboard designUnit 5 Feeling Excited Topic1 You look excited.Section A1. -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 + 名 词 复 数6. prepare sth. for sb.7.say thanks/ hello/ sorry / goodbye to sb.8.a ticket toSection B. Teaching aimsKnowledge aims：1. 学 生 能 掌 握 -ing 和 -ed 在 词 尾 的 读 音 ， 及 此 类 单 词 的 重 音 位 置 ； 能 在 朗 读 中 正 确 读 出 连 读和句子的语调，并能区分出和读准需要重读的实词。2. 学生能正确拼读并运用单词表中的黑体单词 seem, 并正确运用以-ed 结尾的形容词和以-ing 结尾的形容词。3. 学生能正确运用“linking verb+ adjective”结构造句。4. 学生能自如地运用系表结构的句子进行交流来谈论情绪。Skill aims：1. 能听懂有关情绪的询问与表达的简单对话和陈述。2. 能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。Emotional aims：通过对 Section B 的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。. The key points and difficult pointsKey points：1. linking verb+ adjective2. 正确运用以-ed 结尾的形容词和以-ing 结尾的形容词。Difficult points：1.对以-ed 结尾的形容词和以-ing 结尾的形容词的理解。2.对句子中需重读的词的正确把握。. Learning strategies1. 对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。2. 通过模仿录音重读，连读和语调，让学生知道模仿读音是修正自己读音的很好的学习途径。. Teaching aidsComputer multimedia projector, phonetic syllable cards, word cards. Teaching proceduresStep 1 Review 第一步 复习 (时间: 5 分钟)复习并处理新词句，然后导入新课。1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生，掌握短语 be proud of。)T: Now lets check the homework. S1,when you are late for class, how do you feel?S1: I always feel worried and afraid.T: S2, if your pet dog is dead, are you sad?S2: Yes, I must be very sad.T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel?S3: I felt excited.S4: I felt very pleased.T: We are all proud of her, right?Ss: Yes.(板书画线部分。)upset, be proud ofStep 2 Presentation 第二步 呈现(时间:12 分钟)呈现并处理本课活动 1a。1. (通 过 谈 论 京 剧 ， 引 入 本 课 重 点 活 动 1a。 要 求 学 生 掌 握 film， 理 解 Beijing Opera， 了 解moving。 )T: What music are you listening to?S5: Jing Ju.T: Yes, Its Beijing Opera. What do you think of it?S5: Its wonderful. I like it.S6: I dont like it at all. Its boring.T: OK, S7, which do you like better, Beijing Opera or movies?S7: I like movies better.T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. Its very moving.(板书画线部分。)Beijing Opera, film, movingT: What about Kangkang? What is his favorite? Lets listen to 1a and find out which film Kangkang likes best.(让学生听 1a 的录音，回答教师问题。听完录音后，教师提问。)T: Which film does Kangkang like best?Ss:He likes Avatar.T: Why?Ss:Step 3 Consolidation 第三步 巩固(时间: 11 分钟)巩固本课 1a,完成 1b 和 1c。1. (让学生读 1a，完成 1b 和 1c。)T: Read 1 and finish 1b and 1c.2. (利用 1c 中的词句复述 1a 内容。)T: Retell 1a according to the key words and sentences in 1c.Step 4 Practice 第四步 练习(时间: 10 分钟)继续学习并练习系表结构。1. (读 2a 中 的 单 词 ， 掌 握 它 们 的 区 别 ， 会 使 用 它 们 )T: Read the words in 2a and master them.2. (让学生完成 2b 的填空练习，并核对答案。 )T: Fill in the blanks with the correct forms of the given words.3. (让学生听 3，并完成填空练习，并核对答案。 )T: Listen to the passage and complete the sentences.4.(让学生归纳学过的系动词和表示情感的形容词。)T: Please sum up the linking verbs and feeling words in Section A and B.2. Homework:(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)T: Suppose you were Kangkangs mother, you are talking with Michaels mother on the phone. What are you talking about? Please make a dialog about this.(2)预习。(查询资料，了解 Section C 中的影片内容。)T: Collect some information about the films The Sound of Music. Teaching ReflectionStudents understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with ed and ing. They are very interested in the movie The Sound of Music after learning Section A and B. Its helpful for them to learn Section C. Blackboard designUnit 5 Feeling ExcitedTopic 1 You look excited.Section B1. seem unhappy feel disappointedbe interesting/ fun be boring be exciting2. Great! He must be excited to get it.OK. I will tell him the exciting news right now! Section C. Teaching aimsKnowledge aims：1. 学生能根据音标，正确朗读出单词表中单词及短语。2. 能正确拼读并运用黑体单词。3. 学生能正确运用“linking verb+ adjective”结构造句。4. 学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。one of , care for, become angry, because of , teach sb. to do sth, cheer sb. up, Skill aims：1. 能听懂本课文本材料以及与电影内容相关的课堂用语。2. 能熟练地口头谈论有关 The Sound of Music 的故事大意及经典音乐的话题。3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。4. 能规范地写出有关采访 Mr. Brown 关于 The Sound of Music 的对话。Emotional aims：教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。. The key points and difficult pointsKey points：1. 正确运用单词表中单词及短语。2. 正确运用“linking verb+ adjective” 结构造句。Difficult points：1. lonely 和 alone 的区别运用。2. 采访对话的写作。. Learning strategies:1. 观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。2. 分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。. Teaching aidsComputer multimedia projector, the flashes of the songs, The Lonely Goatherd and Edelweiss. Teaching proceduresStep 1 Review 第一步 复习 (时间: 5 分钟)复习 Section BT: Lets review what we learned yesterday. Answer my questions, OK?Ss: OK.T: How does Mr. Brown feel?Ss: He feels disappointed.T: Why is he disappointed?Ss: Because he couldnt get a ticket to The Sound of Music.T: What happened to Michael?Ss: Michael had a cold.T: How about his tickets?Ss: Mr. Brown could use his tickets since he was not able to go.T: Yes, youre right. Now, Mr. Brown is in the theater. That is the song he is listening to. Lets share it together.T: What do you think of the song? Do you think it is lively?Ss: Yeah, its good.T: Why do you think its good?Ss: Because it makes me happy and relaxed.T: I think so. It can cheer us up. I like to listen to this song when I am sad. Its the theme song of The Sound of Music. Do you know this movie?Ss: Yeah. Its very popular.T: Would you like to learn the song?Ss: Great!T: Now lets sing the song after the tape.(板书)lively, cheer upStep 2 Presentation 第二步 呈现(时间: 8 分钟)呈现 1a。1. (教师导入新课。)T: Well done! Its a lively song. Its the theme song of The Sound of Music. Do you know anything more about this movie? Now lets look at the poster, and discuss the questions in 1a.(教师拿出 The Sound of Music 的海报, 展示给学生，讨论 1a 中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)T: Please find out who are the starring and the director.Ss:Julie Andrews and Robert Wise.T: Right. This story happened in Austria. Can you tell me something about this story?S1: Its a story about Maria.S2: Maria went to care for a family with seven children.S3: The children cried and shouted every day. The father was lonely.S4: Their father was almost mad at their behaviors at first, but their father became happy in the end.(通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。引出生词和短语：Austria, cry, lonely, mad, at first, in the end 并解释。)(板书)Austria, cry, lonely, mad,at first, in the end=at last2. (让学生自读 1a，根据上下文猜测生词意思并画出表达情感的词。 )T: Now weve known something about this movie. Please read 1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings.3. (让学生说出表示情感的单词。)T: Say out the words expressing feelings, please.sad and tiredlonelyangrymadhappyStep 3 Consolidation 第三步 巩固(时间: 13 分钟)复习巩固 1a，并完成 1b。1. (让学生阅读 1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。 )T: Please read 1a carefully and underline the key words and sentences.(板书)popular, movie, story about a young woman, Austria, the Von Trapp family, care for, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, pleased2. (现在再读 1a, 然后回答 1c 问题。)T: Now, lets read 1a again and then find the answers to the questions of 1c.(呈现小黑板或幻灯片。)1.What did Maria go to the Von Trapp family for?2.Why were the family sad and tired?3.How did Maria cheer up the children?4.What do you think of Maria?3. (教师核对答案，检查学生的理解情况。)(核对完答案后。)T: Excellent. Now, lets listen to 1a and find out the main idea of each paragraph. Please work in pairs and discuss them. (听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)T: Group 1, what does Paragraph 1 talk about?G1: The Sound of Music is a story about Maria.T: Group 2, what about the second paragraph?G2: It talks about the family. The family looked sad and tired.T: Group 3, whats your idea about Paragraph 3? G3: Maria cheered up the family in the end.Step 4 Practice 第四步 练习(时间: 10 分钟)1. (播放歌曲 Do Re Mi。)T: Do you know this song?Ss:Yeah.T: Do you know the movie. Whats it about?Ss:2. (让学生完成 2a。)T: Finish 2 by yourselves. Suppose you are Steve. Interview Mr. Brown about The Sound of Music with the help of the questions below and the text.3. (让学生完成 2b。)T: Write down the conversation between Steve and Mr. Brown in your exercise book.4. Homework:(1)(每 人 都 要 把 Do Re Mi 这 首 歌 学 会 唱 好 ， 可 以 跟 着 录 音 机 ， MP4 等 ， 也 可 同 学 互 相 教 唱 。)(2)(预 习 Section D。 了 解 京 剧 的 信 息 ， 可 以 网 上 查 询 或 者 向 喜 欢 京 剧 的 爷 爷 、 奶 奶 等 人 了解 。 ). Teaching ReflectionThe students like the two beautiful songs from The Sound of Music very much. The atmosphere of this lesson is active. Its helpful to English teaching and learning. We should show more information that the students are interested in when we give the English class. Blackboard designUnit 5 Feeling Excited Topic 1 You look excited.Section C1. lonely/alone2. because/because of3. cheer sb. upSection D. Teaching aimsKnowledge aims：1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；2. 能熟练运用 linking 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; excitedalone ; lonelybecause; because of interesting; interested5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。Skill aims：1. 能听懂与课本内容难度相当的，有关 Beijing Opera 的历史，角色，意义的听力材料。2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意义以及人物在某一特定活动或事件中的情绪变化。Emotional aims：本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。. The key points and difficult pointsKey points：1. 学生能正确拼读、书写并运用黑体单词，能用 excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用 linking verb + adjective 结构。2. 掌握 interesting 和 interested 的用法区别。Difficult points:1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。2. 正确做出教师设计的补充词汇对比的练习。. 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. 小组学习可以让学生对短文的写作步骤有更深刻的理解。. Teaching aidsComputer multimedia projector, the flash of the song, Rap Face, the pictures of the roles in Beijing Opera. Teaching proceduresStep 1 Review 第一步 复习 (时间: 5 分钟)复习并处理 Section A 到 Section C 的内容。1. (教师引导学生用描绘情感的词问答。)T: Ask and answer the questions using the adjectives to express feelings.2. (教师放京剧磁带。)T: What do you call this music?Ss: We call it Beijing Opera.T: Yeah. Beijing Opera is an important part of Chinese culture. So we think its our national opera.(板书生词 culture, 并要求学生掌握。)culture 文化T: Do you want to know anything more about Beijing Opera? Lets learn about it from 1.Step 2 Presentation 第二步 呈现(时间：13 分钟)呈现 1。1. (教师依次拿出 “生” 、 “旦 ”、 “净” 、 “丑”的脸谱或图片，呈现并理解生词 facial, 掌握gesture。对京剧中“生” 、 “旦” 、 “净” 、 “丑”的角色做解释。通过这个环节检查学生的预习情况。)when your pet dies?when you have a temperature?when you see someone walking in the rain with a closed umbrella in the hand?when you listen to wonderful music?How will you feel(教师拿出三张“生”的脸谱或图片。 )T: Look at this facial painting. Its name is“Sheng”.(板书 facial 并要求学生理解。 )facial 面部的T: What does“Sheng”usually stand for? Just Guess!Ss: It stands for Xiucai(秀才).T: Yeah, very good. There are three kinds of “Sheng” (分别呈现“生”的图片). They are Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands for Xiucai. Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all make wonderful gestures, and Wusheng also makes wonderful fighting. (板书 gesture 并用手势让学生猜词义。)Gesture 手势(教师拿出“旦”的脸谱或图片。 )T: Do you know this one?Ss:Yeah, its “Dan”.(如果回答有困难，就用下列问题提示。)T: Are they all women?S1: Yes, they are.T: Do they wear beautiful clothes?S2: Yes, they do.T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes.(教师拿出“净”的脸谱或图片。 )T: How about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing” and“Chou”. Can you guess this one?S1: Its “Jing”.T: Whatre their faces like?S2: They usually have black and red faces.S3: They also have black and white faces.T: Yes. People with black and red faces are good, but people with black and white faces are bad.(教师拿出“丑”的脸谱或图片。 )T: What is this one called?Ss:“Chou”.T: Whatre their faces like?Ss:They usually paint their noses white.T: Do you like them?Ss:Yeah. They are so funny.T: I like them, too. They often bring us happiness and laughter.(老师同时展示“Sheng” ， “Dan”， “Jing”， “Chou”四幅图。 )T: How many main roles are there in Beijing Opera?Ss:Four.(教师板书生词，适当解释并要求学生掌握。)role(导入下一步。)2. (放 1 录音，给学生布置听力任务。 )T: OK, you have known much about Beijing Opera. But do you know how many years of history it has? Lets listen to the tape and find out the answer to this question.(学生听完录音后，回答问题。)T: How many years of history does it have?Ss: It has over 200 years of history.3. (让学生读 1 的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握 come into being，理解 nowadays。)T: Boys and girls, please read this passage and underline the key words and phrases. Try your best to catch the meanings in the context.(板书)national opera, come into being, main roles, music and singing, facial paintings, gestures and fighting, an important part of Chinese culture, be popular with, nowadaysStep 3 Consolidation 第三步 巩固(时间: 7 分钟)巩固 1，完成 1 中的判断正误。1.(让学生再读 1，判断正误。 )T: Read 1 again and mark True or False according to the passage.(核对答案。)T: Lets check the answers together.2. (通过听力训练进一步巩固文章。)T: Beijing Opera is full of famous stories. Do you know the stories in it? Lets learn about them. First, please read through the passage and then underline the new words and phrases in it.Step 4 Practice 第四步 练习(时间: 12 分钟)总结本话题的语法及目标语言。1. (让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)T: Now, boys and girls, please find out the sentences showing feelings with the pattern of “linking verb + adjective” as many as you can. The winner will get a wonderful facial painting as a prize. Go!(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)Example:You look so excited. I feel disappointed.Did she sound worried?2. (根据图片完成 2a，注意系表结构的用法)3. (要求学生完成 2b，根据 2a 写一篇文章)T: Write a passage about 2a.You can begin like this:One day, Mr. Wang arrived in Beijing for a visit Step 5 Project 第五步 综合探究活动(时间: 8 分钟)探究合作完成 Project。1. Introducing Your Favorite Movie, Play or Story ?2. Homework:(1) (让学生课后根据 2 中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成 2。)T: Write a passage according to the pictures and the words given in 2. Pay attention to the structure “