仁爱初中英语八年级下册精品教案U5T1-2.doc

教学资料范本仁爱初中英语八年级下册精品教案U5T1-2编 辑：_时 间：_wUnit5 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第二课时（Section A-4,3 Section B-1a,1b,1c）教学设计思路：本节课主要活动为Section B -1a,1b,1c。本节课在上节课学习系表结构的基础上谈论个人喜好及对事物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用Section A-4的活动运用这些形容词编对话，练习系表结构表达情绪的用法。再利用Section A-3的听力活动进一步巩固感官动词的用法。Pre-listening 环节与学生讨论与对话相关的内容，并培养学生听之前预测答案的习惯和能力。While-listening环节设置不同难度的听力问题进行听力训练。Post-listening环节重点在于语言的输出和运用。让学生在真实交际中运用所学语言，实现学以致用。. Teaching aims1. Knowledge aims：（1）学习并掌握新词汇seem, opera（2）句型 He seems a little unhappy. Its so funny and interesting.2. Skill aims: （1）通过听对话判断正误，训练学生抓住关键词和细节信息的能力。（2）听懂本课表示个人喜好的表达法。3. Emotional aims:能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。4. Culture awareness:. The key points and difficult points1. Key points:学生能正确运用“linking verb+ adjective”结构造句。2. Difficult points： 学生能自如地运用系表结构的句子进行交流来谈论情绪。. Learning strategies1.通过听之前对听力题的阅读和对答案的推测，猜测和了解听力文段的大致内容，降低听力的难度。2.通过听之前对听力题的阅读和对答案的推测，抓住关键词和细节信息。. Teaching aids多媒体课件/图片V Teaching proceduresStage 1(2mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Class activity)Greet and warm up.T: Good morning, everybody! Nice to see you again!T: How are you doing?T: You seem very happy. Why?T: Really? Greet and warm up.Ss:Good morning, Miss Nice to see you,too.Ss: Very well, thank you.Ss: Because 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（12mins)： RevisionStepTeacher activityStudent activityDesigning purpose 1(Class activity)Have a contest. Show some pictures of facial expressions on the screen quickly.T: Before the new lesson, lets have a contest. Ill show you some facial expressions on the screen quickly. You should write down the corresponding adjectives as quickly as possible. The student who writes the most will be the winner. Are you ready? Go!T:How many adjectives have you written down? Lets count. Oh, S1 got the most. Congratulations! Can you write them on the Bb?Write down adjectives about feelings as many as possible.Ss:S1: Sure.用竞赛的方式复习表示情绪的形容词。2(Group work)Let the students make sentences with the adjectives on the Bb in group. Finish SectionA-4.T: You can use these adjectives to express your feelings. Now lets work in groups and make sentences with them. Maybe the conversation in 4 can help you.Make sentences with the adjectives on the Bb in group.G1: G2: 利用黑板上的形容词造句。小组内对话，完成SectionA-4的练习。复习上节课的内容。3(Individual work)Play the tape recording of 3.T: You did quite well. Just now you use linking verbs and adjectives to express your feelings. Lets learn more. Look at the pictures in 3 on page 2. First, listen to some conversations and number the pictures. T: Can you tell me the right order?T: You got it. Now listen again and write down the linking verbs and adjectives.T: Have you got the answers? Who can tell us the answers and make a sentence with the two words? Listen to 3 and finish the tasks.Ss:S1: The right order is Ss: S2: 利用Section A-3的听力练习复习系表结构。Remark:以多种方式对上节课的重点内容进行复习巩固。Stage 3（5mins)：Pre - listening StepTeacher activityStudent activityDesigning purpose1( Individual work )Predict the answers to 1b and the main idea of 1a. Lead in 1a.T: As we know, Kangkang and his friends can spend the evening together. So they feel very happy. Why?T: Yes, you are right. But Mr. Brown seems disappointed. Why?T: Did you see the film The sound of Music?T: Maybe some of you like watching films, while the others dont. I prefer Peking operas to films. What about you?T: Well. Next we will listen to a conversation. Before listening, lets read the sentences in 1b. Maybe you can predict the answers. At least, you can tell me what the main idea of the conversation is.T: Your inference is reasonable. How about the others?T: It doesnt matter. The three sentences are about details. We cannot predict the answers. So you must pay attention to the details when you listen. But maybe you can tell me what they are mainly talking about?Predict the answers to 1b and the main idea of 1a.S1: Because Kangkangs parents will invite Janes parents to see the film The Sound of Music.S2: Because he wasnt able to get the ticket to the film. Ss: Yes./No.S3: .S4:.S5: I think the first sentence is false. Because Mr. Brown couldnt get a ticket to The Sound of Music, not Avatar according to 1a.Ss: Sorry, we cant predict the answers to them.S6: They are mainly talking about their and their parents likes and dislikes. 听之前的讨论和预测是为了解决对话中可能出现的难点并帮助学生了解文意，降低听力的难度。Remark：通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜测和了解听力文段的大致内容，降低听力的难度。Stage4（7mins)： While - listening StepTeacher activityStudent activityDesigning purpose1(Individual work)Play the tape recording of 1a.T: You did quite well. Lets listen to the conversation. You can mark T or F for the sentences of 1b.T: Who would like to tell me your answers? T: How can you correct?T: Good job!Listen to 1a and mark T or F. Finish 1b.Ss: .S1: The first one is false. Because Mr. Brown couldnt get a ticket to The Sound of Music, not Avatar.S2: The second one is true.S3: The third one is true.S4: The fourth one is false.S4:Kangkangs parents like Beijing Opera, but Kangkang doesnt like it at all. He thinks its boring.完成1b，核对答案。2(Individual work)Show some questions about 1a on the screen. Play the tape recording of 1a again. (1) How does Mr. Brown seem? Why?(2) Which opera is Marias favorite?(3) What do Kangkangs parents like best?(4) What does Kangkang think of Beijing opera?T: Read these questions first. And then listen to 1a again. Answer the questions. T: Who can tell us the answers?Listen to 1a again and answer the questions.Ss:.S1:.设置更深层次的听力问题。由易到难，由浅入深地训练学生的听力技能。Remark：Stage 5（14mins)： Post- listeningStepTeacher activityStudent activityDesigning purpose1(Group work)Ask the students to read 1a in roles in groups.T: Now lets work in groups and read the dialog in roles. Pay attention to the pronunciation and intonation. And Ill ask some groups to read and act it out later.Read and practice the conversation in groups.G1:2(Group work)Ask the students to retell the conversation and then change the conversation into a passage in groups.T: Nice job! Now work in groups. Lets change your conversation into a short passage. First, each student says a sentence to retell the conversation. And then one of you write them down to form a short passage. The key words in 1c may help you. Lets begin!T: Who would like to show your passage to us?T: Your groups work is wonderful today. Anyone else?Retell the conversation with the help of the key words in 1c and then change the conversation into a passage in groups.Ss: .S1: Let me have a try.S2: .3(Pair work)Encourage the students to make their own conversations to express their likes and dislikes according to 1a.T: Do you want to know more about your partner? Lets work in pairs. You can make your own conversations and ask your partner about his/her likes and dislikes and the reasons. And Ill ask some groups to act it out later.T: I want some pairs to act out your dialog. Who would like to have a try?Make their own conversations according to 1a in pairs.Ss: P1:在真实交际中运用所学语言，实现学以致用。Remark：Stage 6（5mins)：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Ask the Ss to summarize and consolidate what we ha