八下U5T1(p3).doc

U5T1P3Unit5 Feeling ExcitedTopic1 You look excited.教学内容分析及课时分配建议：本单元以Feeling Excited 为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感官动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：lonely, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事， 对本话题所学内容进行真实的应用。本话题建议用5个课时来完成。第一课时：Section A-1a, 1b, 1c, 1d, 2第二课时：Section A-4,3 Section B-1a,1b,1c第三课时：Section B-2a,2b,3,4a,4b第四课时：Section C-1a,1b,1c,2a,2b,3第五课时：Section D-Grammar and Functions, 1, 2a, 2b, Project第三课时（Section B-2a,2b,3,4a,4b）教学设计思路：本节课主要活动为Section B-2a，2b，3。以词汇和语音语调的学习为主。复习导入仍以系动词的基本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。学生总结情绪形容词，教师板书并分类。接下来进入Section B-2a的学习。学生观察2a的词汇，归纳构词法。教师鼓励学生说出更多类似的词汇，补充板书。在巩固环节利用刚刚总结的形容词的分类及用法知识完成2b和3的练习。在语音和语调环节完成4a和4b的教学活动，鼓励学生总结ed的发音。注意语音，语调和连读。. Teaching aims1. Knowledge aims：正确运用以-ed结尾的形容词和以-ing结尾的形容词。2. Skill aims: （1）学会观察，分组记忆单词，并正确掌握-ed结尾的形容词和-ing结尾的形容词在用法上的区别。（2）掌握-ing和-ed在词尾的读音，及此类单词的重音位置。（3）能在朗读中正确读出连读和句子的语调，并能区分并读准需要重读的实词。3. Emotional aims:4. Culture awareness. The key points and difficult points1. Key points:（1） linking verb+ adjective（2）正确运用以-ed结尾的形容词和以-ing结尾的形容词。2. 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）对句子中重读词的正确把握。. 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. 通过跟读录音，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 aids多媒体课件/图片V Teaching proceduresStage 1(5mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Class activity)Greet as usual and then show some proverbs.T:Good morning, boys and girls.T: How are you doing?T: Im fine, thank you. Ill show some proverbs to you. And I hope you can learn them by your heart.Lets read them first.1.Tomakeyourdreamcometrue,youhavetostayawake.2.Appearancesaredeceitful.(以貌取人常有错。)3.Extremesaredangerous.（凡事走向极端总是危险的。）4.Imaginationismoreimportantthanknowledge.5.Thetruthisalwaysgreen.T: Can you understand these proverbs? Try to guess their meaning, please. T: You got the right meanings. You know, proverbs are the daughters of daily experience and wisdom of people. I hope you can collect more proverbs, remember them and try to use them in our daily life and in your compositions. Now watch the proverbs carefully. You may find all these proverbs have a useful structure. What is it?T: Yes, you got it.Greet as usual and then read and learn some proverbs.Ss: Good morning, MissSs:Very well, thank you. And you?Ss:S1: Yes. The first one means要使梦想成为现实，你就得醒着。S2:S3: It is “linking verb + adjective”.以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学生观察这几个谚语，总结他们的共同点系表结构，从而导入本节课的内容。所选谚语如果学生不能确切理解，教师要进行解释。Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。Stage 2（3mins)： RevisionStepTeacher activityStudent activityDesigning purpose 1(Class activity)Show some situations.T:Lets review the structure “linking verb + adjective”.How do you feel when your pet dies?T: How do you feel when you havea temperature?T: How will she look when a girl is listening to wonderful music?T: How does he seem when a man lost his phone.T: How does the food smell when it goes bad?T:Make sentences according to the situations.S1:I feel sad.S2: I feel terrible.S3: She looks happy.S4: He seems very worried.S5: It smells terrible.Ss:引导学生用描述情感的词汇回答，复习感官动词的基本用法。Remark：可以选择其他的方式复习系表结构。如：把习题呈现在白板上，让学生英汉互译或者用系动词及形容词填空；利用图片和提示词造句等。Stage 3（15mins)： PresentationStepTeacher activityStudent activityDesigning purpose1(Group work)Encourage the students to summarize the emotional adjectives and write them on the Bb.T:You did quite well. Now lets work in groups and have a contest. Write down the emotional adjectives as many as possible. The group which writes the most will be the winner. Lets begin!T: How many words have you written down? You can read them and Ill write them on the Bb.T: Well, It seems that Group 1 got the most adjectives. Congratulations!summarize the emotional adjectives.Ss:.S1: happy, excited, sad.学生总结学过的表达情绪的形容词， 为下一个任务做准备。2(Individual work)Encourage the students to observe the words and sum up their different forms and usages.T: Maybe you have found that I had sorted the adjectives in groups on the Bb. Now lets add more adjectives. Please read the words in 2a and pay attention to the underlined parts. Can you sum up their different forms and usages?T: Good. You observed very carefully. But whats the difference in usages between them?T: You did a good job. You have almost got it. Ill explain it in Chinese. Please take a note.以 “-ed” 结尾的形容词表示“感到的”，其主语是人，在句中作表语或定语；以“-ing”结尾的形容词表示“令人的”，其主语多为事物一类的名词，在句中作表语或定语。T:Can you think of more adjectives like this?T: Ill give you more verbs. Can you say out the corresponding adjectives?T：satisfy（使满意）T: amaze（使惊讶）T: puzzle （迷惑）T: Good! Can you make sentences with these adjectives on the Bb?T: Good sentences! Students observe the words and sum up their different forms and usages.S1: The first word in each group is verb. And the others are adjectives. The second word in each group ends with -ing. And the last one ends with -ed. S2:Maybe the adjectives ends with -ing is used to describe a thing. But the adjectives ends with -ed is used to describe peoples feelings. I cannot explain it exactly.S3：surprisesurprisingsurprisedS4: tire tiring tiredS5: move moving movedS6: frighten frighteding frightenedS7:.S8: satisfying（令人满意的） satisfied（感到满意的）S9: amazing（令人惊讶的） amazed（感到惊讶的）S10: puzzling（令人迷惑的） Puzzled（感到迷惑的）S11:Im tired because this work is tiring. S12: This story is moving. Im moved.S13:.总结以-ing结尾和以-ed结尾的形容词的构成及用法。教会学生分类记忆单词的策略。为2b和3的听力活动做准备。3(Class activity)Play the tape recording of 2a.T: Now lets read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check.Read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check.Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。Stage4（10mins)： Practice and consolidationStepTeacher activityStudent activityDesigning purpose:1(Individual work)Finish 2b and check the answers.T: I think you have learned the usages of the adjectives very well. Please fill in the blanks with the correct forms of the given words in 2b. T: Have you got the answers? T: Lets check your answers. Who can read the conversation for us?Work alone and fill in the blanks in 1b.Ss:.Ss: Yes.P1:.完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。1(Individual work)Read 3 and predict the answers before listening. T: What happened to Michael according to the conversation in 2b?T: Will Mr. Brown be excited? T: Yes, I agree with you. Next, you will listen to a passage about how everything goes. But before listening, lets read the sentences in 3. Please predict the answers. Can you guess the part of speech of the answers?T: You are rgtht. Now guess the answers,please.T: You are so smart. Your guessing are reasonable.Read 3 and predict the answers before listening. S1: He has got a bad cold so his mother will stay at home with him and cant go to see the film The Sound of Music. Michael will give the ticket to Mr. Brown.S2: Yes, I think so. But I think he must be sorry for Michael.Ss: They are adjectives.S3: The first one may be happy or excited.S4: The second one may be beautiful.S5: The third one may be happy or excited.S6: The fourth one maybe happy and sorry.S7: The fifth one may be nice and delicious.听力练习之前预测答案。2(Individual work)Play the tape recording of 3.T: Lets listen to the passage and complete the sentences. And then you can check your answer with your partners.T: Have you got the answers? Who would like to read these sentences for us?Listen to 3 and check the answers.Ss:.S1:.Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。Stage 5（9mins)： PronunciationStepTeacher activityStudent activity Designing purpose1(Class activity )Play the recording of 4a. T: Your spoken English is almost good. But just as you know, a good English learner should always pay attention to his pronunciation. So lets learn more about it. First, listen to the tape and find how the combined letters “ed”pronounces.T: Can you sum up the pronuncing rules? You can discuss with your partners.T: Great! You did better than I believe. Can you think more words like this?T: Good job! Now read the words loudly after the tape. Please try to imitate. Listen and read the words aloud, paying attention to the sounds of the underlined letters. Try to find the rules and add more words. And then listen and try to imitate.S1: The combined letters “ed”pronounces /t/, /d/ and /d/.S1: “ed” pronounces /t/ after an unvoiced consonant. But it pronounces /d/ after an voiced consonant. And it pronounces /d/ after “t” and “d”.S2: inveted, frighteded, worried, interested,认真听录音，大单开口，反复模仿。2(Class activity)The teacher lets the students readthe sentences in the box in 4b. Askthem to pay attention to the stress,liaison and intonation. Tell themto stress the content words such asnouns, verbs, adjectives andinterrogative words.T:You know, the stress and liaison are also important in your pronunciation. Look at the sentences in the box in 4b. The semicolon “”is the sign of stress and“”is the sign of liaison. First you can read by yourselves and pay attention to the stress and liaison and intonation.T: OK, now lets listen to the tapeand try to imitate. You shouldstress the content words such asnouns, verbs, adjectives andinterrogative words.T: Good! Now lets choose thecorrect sentences in the box tocomplete the conversation.T:I think you can read it correctlyand fluently. Which pair would liketo read the conversation for us?T: Good job! Read the sentences in the boxin 4b, paying attention