八下教案设计unit5. topic1. sectionB.doc

八年级下教案设计Unit 5 Feeling ExcitedTopic 1 Im so happy.Section B. Material analysis本节课建议用两课时上完。主要活动为Section B 的1a和2a。本课通过Steve询问Kangkang Mr. Brown不高兴的原因，继续谈论本话题的主题：描述情绪与表达情感。重点呈现本话题所要学的语法重点：Linking verb + adjective,并呈现了新出现的连系动词seem, 复习了用love, favorite 和like best 表示喜好，同时在对话中复习了交际功能用语：Whats the matter with?。在2a中让学生观察学会分组记忆单词，并正确掌握以-ed结尾的形容词和以-ing结尾的形容词的用法上的区别。要求学生在学会课本语言知识的同时，在闲暇时间有健康向上的个人爱好，陶冶情操，提高个人的自身修养，并培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。. 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 aids Computer multimedia projector, phonetic syllable cards, word cards. . Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work.2. Four students work.3.Group work.4. The whole class work.1. Focus their attention on the teacher.2. Read the passage.3. Students discuss in groups, trying to answer the teachers question:Maybe he didnt have a ticket to The Sound of Music.4. Students listen carefully, catching the meanings of “seem” with the help of the picture.1. Greet the students and make them ready forlearning. Play the flash, Do Re Mi.2. Ask four students from different groups to read the passage they have written according to 1a of Section A. Give out the suitable points to each group.3. Let the students observe the picture of 1a and guess: Why does Mr. Brown look unhappy?4. Learn the new word “seem”. The teacher points at the picture, indicating “Mr. Brown looks unhappy. He seems unhappy.” Presentation(10 minutes)1. The whole class work.2. The whole class work.3. The whole class work.4. The whole class work.5. Individual work.6. The whole class work.7. The whole class work.8. The whole class work.9. The whole class work.1. Students make sure they understand what the statements mean.2. Students try to catch the general idea of the conversation.3. Students mark “T” or “F”.4. Students correct their answers while reading.5. Volunteers write their answers on the blackboard.6. Students answer the question: Because he couldnt get a ticket to The Sound of Music.7. Read 1a carefully and find out all the “linking verb + adjective” structures.8. Tell all the structures.Underline the structures.9. Know about something about Cats and Avatar.1. Finish1b. The teacher asks the students to read the statements in 1b.2. The teacher plays the recording for the first time without stopping.3. The teacher plays the recording for the second time.4. The teacher lets students read 1a carefully andcheck1b.5. Check 1b. The teacher calls two students to tell their answers, then corrects the wrong ones.6. The teacher lets thestudents check their guessing: Why does Mr. Brown seem unhappy?7. The teacher lets the students read 1a and find out all the “linking verb+adjective” structures.8. Write all the phrases on the blackboard according to the students telling:seem unhappyfeel disappointedbe interesting/ funbe boringbe exciting9. Show some pictures of Cats and Avatar. Introduce them simply.Consolidation(10 minutes)1. The whole class work.2. The whole class work.3. Group work.4. The whole class work.5. The whole class work.6. The whole class work.7. The whole class work.1. Students read the dialogue after the recording sentence by sentence.2. Students try to follow the speed.3. Students finish1c in groups of six. Each of the five studentsretells a sentence of 1a according to the key points. Then the sixth student links themtogether to form apassage. 4. Students read the words in 2a.5. Students listen to 2a and check their pronunciations.6. Students observe the words and sum up their different forms and usages.7. Make the note:“-ed” 形容词表示“感到的”，其主语是人，在句中作表语或定语；“-ing”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。1. The teacher plays the recording of 1a sentence by sentence.2. The teacher plays the recording without stopping.3. The teacher asks the students to finish1c. Give out the suitable points to each group.4. The teacher asks the students to read the words in 2a. Remind them to pay attention to the stress and the underlined parts.5. The teacher plays the recording of 2a.6. The teacher asks the students to observe the words and sum up their usages.7. The teacher sums up the usages of the adjectives ended with ed and ing. Practice(10 minutes)1. Individual work.2. The whole class work.3. The whole class work.4. The whole class work.5. Two students work +the whole class work.6. Some students work.7. The whole class work.8. The whole class work.9. Some students work.10. The whole class work.11. Some students work.12. Pair work.1. Students finish 2b according to the note in 2a.2. Check the answers and correct the wrong ones.3. Students try to catch the general idea of the passage.4. Students complete the sentences.5. Volunteers write their answers on the blackboard.6. Volunteers read the phonetics.7. Students correct their pronunciation as the teacher reads.8. Students read the phonetics and the given words in 4a and say the rules for spelling.9. Students read the words on the cards.10. Read the sentences in the box in 4b.11. Students read after the teacher. 12. Students finish 4b in pairs and practice it with their partners.1. The teacher asks the students to fill in the blanks with the correct forms of the words in the brackets. Finish 2b.2. Organize the students to check the answers.3. The teacher plays the recording of 3 for the first time without stopping.4. The teacher plays the recording for the second time.5. Check 3. The teacher calls two students to tell their answers, then corrects the wrong ones.6. The teacher shows phonetic cards /t/, /d/ and /id/.7. The teacher pronounces / t /, /d/ and / id/.8. The teacher lets the students read the phonetics and the given words, and then asks them to find out the rules for spelling.9. The teacher shows the cards with more similar words.10. The teacher lets the students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them to stress the content words such as nouns, verbs, adjectives and interrogative words.11. The teacher reads the sentences of 4b.12. The teacher lets students choose the correct sentences to complete the conversation. Finish 4b.Production(7 minutes)1. Group work.2. The whole class work.3. The whole class work.4. Individual work.1. Students act out the conversation of 1a in groups of four.2. Think about and say out linking verbs and adjectives as many as possible.3. Students sum up the main points.4. Students finish their homework after class.(1) Make up sentences.(2) Memorize the summary after class.(3) Search the information about the movie, The Sound of Music. And preview the new words and text to prepare for Section C after class. 1. The teacher asks the students to prepare the action of the conversation of 1a in groups of four. Give out the suitable points after acting. Encourage them to have the good hobbies in their free time and care for others.2. The teacher organizes the game: Brain Storms. Let the students say out more linking verbs and adjectives in one minute. Give out the suitable points after that.3. The teacher asks the students to sum up the main points of todays lesson. Then the teacher makes a complement.4. The teacher assigns homework