仁爱版英语八年级下册教案Unit 5 Feeling Excited

1、仁爱版英语八下Unit5单元FeelingExcited教案Topic1Youlookexcited.教学内容分析及课时分配建议：本单元以FeelingExcited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：Youlookexcited.和Howdoesthemusicsound?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Projec

2、t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：SectionA-1a,1b,1c,1d,2第二课时：SectionA-3,4SectionB-1a,1b,1c第三课时：SectionB-2a,2b,3,4a,4b第四课时：SectionC-1a,1b,1c,2a,2b,3第五课时：SectionD-GrammarandFunctions,1,2a,2b,Project第一课时（SectionA-1a,1b,1c,1d,2）教学设计思路：本节课主要活动为SectionA-1a和2。本节课的课型为听说课。教学目标的重

3、点是系表结构的用法。在导入部分利用师生交谈的方式让学生充分感知系表结构。在Pre-listening环节中，通过预测1b的答案尝试使用系表结构的同时了解对话大意，降低听力的难度。While-listening环节，重点在于听力的训练。在多次反复听的过程中，完成由易到难的任务，同时兼顾说的训练。Post-listening环节以语言的运用为主，同时总结系表结构的用法。.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇invite，film，smell，disappointed（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。

4、（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。问候Howareyoudoing?Verywell,thankyou.转达感谢Pleasesaythankstoyourroom.惋惜Whatapity!询问和表达个人观点和看法Howdotheflowerssmell?引出话题Guesswhat!描述感受Youlookexcited.2.Skillaims:能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。3.Emotionalaims: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

5、受。4.Cultureawareness:.Thekeypointsanddifficultpoints1.Keypoints:学生在交流中能自如地运用感官动词。2.Difficultpoints：感官动词的用法。.Learningstrategies1.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。2.鼓励学生学会将词汇按词性分类，并总结归纳语法项目。.Teachingaids多媒体课件/图片VTeachingproceduresStage1(1mins)：GettingstudentsreadyforlearningDesignin

6、gStepTeacheractivityStudentactivitypurposeGreetandwarmup.T:Goodmorning,everybody!Nicetoseeyouagain!Greetandwarmup.Ss:Goodmorning,Miss1(Classactivity)Nicetoseeyou,too.T:Howareyoudoing?Ss:Verywell,thankyou.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。Stage2（10mins)：Lead-inStepTe

7、acheractivityStudentactivityDesigningpurposeCollectsomepicturesoftheteachersandthestudentsholidaylifebeforeclass.Thenshowthem1(Classactivity)onthescreen.Talkaboutthepicturesusingthetargetlanguageandleadinthetopic.T:Howwasyourholiday?Talkaboutthepictures.利用目标语言谈论假期生活，让学生充分感知感官动词。导入1a。Ss:Fine.T:Didyou

8、gotraveling?Wheredidyougoandwhatdidyoudo?S1:S2:T:Whatawonderfulexperience!Ibelievethateverybodyhasaunforgettablewinterholiday.Anyway,holidayisalwaysrelaxingandpleasant.Icollectedsomepicturesofourteachersandourclassmateswhowereonholidays.Letsenjoythem.T:Lookatthispicture.Whoishe?Whatishedoing?Lookath

9、issmilingface,hefeelsveryhappy,doesnthe?Ss:Yes.T:Andhowaboutthesecondone?Whathappenedtoher?Howdoesshelook?S3:Shelooksexcited.T:S4:T:Bytheway,didyouseeanymoviesinyourwinterholiday?Ss:Yes.T:Whatmoviesdidyousee?Ss:IseethemovieT:Really?Iheardthatitsawonderfulmovie.Whatapity!Iwasntabletobuyatickettoit.It

10、hinkIllseeitnexttime.T:Howdidyoufeelwhenyouseethemovie?S5:IfeelT:EventhoughIfeelalittledisappointedbecauseImissedthemovie,Isawanotherwonderfulmovienamedthesoundofmusic.Haveyouseenit?Ss:Yes/No.T:Ibelievethismoviewillmakeyoufeelpleasedandrelaxed.SoIadviseyoutoseeitifyouhavetime.Remark：将功能句自然地运用在师生交流中。

11、Stage3（5mins)：Pre-listeningDesigningStepTeacheractivityStudentactivity1(Classactivity)AskthestudentstopredictthePredicttheanswersto1b.answersto1b.T:Well,Kangkangsparentswillinviteotherchildrensparentstoseethismovie.Onhearingthisnews,howdotheyfeel?Read1bfirstandyoucanguesstheanswers.S1:Ithinktheyfeel

12、happy.purpose通过预测1b的答案，帮助了解对话的内容，降低听力的难度。同时练习系表结构。T:Why?T:Howabouttheirparents?Howdotheyfeel?S2:Ithinktheyfeelexcited.S3:Becausetheycanspendtheeveningtogether.S4:Theyfeelhappybecausetheywillgotoseethemovie.T:Mr.Brownfeelsdisappointedbecausehecouldntgetatickettothemovie.Whensomedesiredeventhasnothapp

13、ened,wemayfeeldisappointed.Whatthingscanmakeyoufeeldisappointed?S5:Mygoodfrienddidntcometoseeme,Ifeeldisappointed.S6:Ifeeldisappointedbecausewefailedthisfootballgame.Remark：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。Stage4（12mins)：While-listeningDesigningStepTeacheractivityStudentactivitypu

14、rposePlaytherecordingof1a,andaskListento1aandmatchthe由易到难设置听1(IndividualtheSstomatchthethreepartsinthreepartsin1b.Checkthe力任务，进行听力work)1b.answers.训练。T:Good！Nowletslistentotheconversationin1aandmatchthethreepartsin1b.Andthenyoucancheckyourguessingwithyourpartners.Playthetaperecorderagain.Ss:Listento1

15、aagainandpayattentiontothepeoplesfeelings.Askandanswerinpairsaccordingtotheexampleof1c.2(Pairwork)3(Individualwork)T:Letslistentotheconversationagain.Payattentiontotheirfeelings.Andthenyoucanaskandanswerinpairsaccordingtotheexampleof1c.P1:Playthetaperecorderagain.Listento1aagainandcompletethepassage

16、in1d.T:Welldone!Nowletslistenagainandyoucancompletethepassagein1d.T:Letscheckyouranswers.Whowouldliketoreadthispassageforus?S1:Remark：Stage5（12mins)：Post-listeningDesigningStepTeacheractivityStudentactivitypurposeAskthestudentstoread1a.ReadandpracticetheT:Nowletsworkingroupsandconversationingroups.r

17、eadthedialoginroles.Pay1(Groupwork)attentiontothepronunciationandintonation.AndIllasksomegroupstoreadandactitlater.G1:DrawsomepicturesoffacialSayouttheadjectivesexpressions(sad,excited,angry,disappointed,happyetc.)ontheBbquicklyorshowthemonthescreen.Encouragethestudentsto巩固感官动词的用法，完成2。为语法的总结做铺垫。sayo

18、utthecorrespondingadjectives.WritedowntheadjectivesontheBb.T:Lookatthispicture.Howdoes2(groupwork)hefeel?S1:Hefeelssad.T:Howaboutthisone?Howdoeshelook?S2:Helooksdisappointed.T:Andthisone?S3:Showthethirdandthefifthpicturesof2.T:Lookatthepictures(thethirdone).Howdotheylook?S4:Theylookhappy.T:Howdothey

19、feel?(thefifthone)S5:Theyfeelexcited.Showtherestpicturesin2andTalkaboutthepictures.someotherpicturestheteachercollectedbeforeclass.Writedownthelinkverbsandadjectives.T:Lookatthesepictureandtheexample.Howdotheflowerssmell?S6:Theysmellnice.T:Canyouaskandansweraccordingtothesepicturesandthewords?P1:Sum

20、marizethebasicuseofSummarizethebasicuseoflinkingverb.linkingverbingroups.T:Inthislessonwehavelearnedsomelinkingverbsandsomeadjectives.Canyousummarize3(Groupwork)them?Youcandiscussingroups.S1:Linkingverbs:look,feel,sound,smell,tasteS2:Adjectives:happy,excitedT:“Linkingverb+adjective”isaveryusefulstru

21、cture.Wecanuseittoexpressourfeelingsandopinions.Ihopeyoucanuseitfreelyinyourdailylife.Remark：鼓励学生学会将词汇按词性分类，并总结归纳语法项目。Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityAsktheSstosummarizeandSsSummarizethislesson.consolidatewhatwehavelearntinthislesson.T:OK.Classwillbeoversoon

22、.Nowletssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?T:Whatimportantstructuredidwelearned?1（Classactivity)S1:Linkingverb+adjective.T:Yes,wecanuseittoexpressourfeelingsandopinions.Whatusefulfunctionsdidwelearned?S2:Howareyoudoing?Verywell,thankyou.S3:Guesswhat!S

23、4:Really?S5:Soundsgreat!S6:Whatapity!Designingpurpose1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。3.帮助学生再一次巩固本课的知识点。T:Goodjob!Andwealsolearnedsomekeyphrases.S7:invitesb.todosth.+S8:oneof+最高级名词复数S9:saythankstoS10:atickettoAssignHMK.T:Fortodayshomework,Idlikeyoutorememberthenewwordsand2(Classactivity)phrases.Pleas

24、epractice1aand2withyourpartner.AndthenyoushouldpreviewSectionA-3,4&SectionB-1a,1b,1c.Remark：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.VI.Blackboarddesign第一课时(SectionA-1a,1b,1c,1d,2)1.-Howareyoudoing?-Verywell,thankyou.2.linkingverb+adjective3.Guesswhat!4.invitesb.todosth.+5.oneof最高级名词复数6.preparesth.forsb.7.saythanks

25、/hello/sorry/goodbyetosb.8.aticketto第二课时（SectionA-4,3SectionB-1a,1b,1c）教学设计思路：适当的家庭作业有助于巩固课堂所学的知识。本节课主要活动为SectionB-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SectionA-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SectionA-3的听力活动进一步巩固感官动词的用法。P

26、re-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。.Teachingaims1.Knowledgeaims：（1）学习并掌握新词汇seem,opera（2）句型Heseemsalittleunhappy.Itssofunnyandinteresting.2.Skillaims:（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.E

27、motionalaims: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.Cultureawareness:.Thekeypointsanddifficultpoints1.Keypoints:学生能正确运用“linkingverb+adjective”结构造句。2.Difficultpoints：学生能自如地运用系表结构的句子进行交流来谈论情绪。.Learningstrategies1.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。.Teachingaids多媒体课件/图片

28、VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningDesigningStepTeacheractivityStudentactivitypurposeGreetandwarmup.T:Goodmorning,everybody!Nicetoseeyouagain!Greetandwarmup.Ss:Goodmorning,MissNicetoseeyou,too.1(Classactivity)T:Howareyoudoing?Ss:Verywell,thankyou.T:Youseemveryhappy.Why?S

29、s:BecauseT:Really?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。Stage2（12mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposeHaveacontest.Showsomepicturesoffacialexpressionson1(Classactivity)thescreenquickly.T:Beforethenewlesson,letshaveacontest.IllshowyousomeWrited

30、ownadjectivesabout用竞赛的方式复feelingsasmanyaspossible.习表示情绪的形容词。facialexpressionsonthescreenquickly.Youshouldwritedownthecorrespondingadjectivesasquicklyaspossible.Thestudentwhowritesthemostwillbethewinner.Areyouready?Go!T:Howmanyadjectiveshaveyouwrittendown?Letscount.Oh,S1gotthemost.Congratulations!Can

31、youwritethemontheBb?LetthestudentsmakesentenceswiththeadjectivesontheBbingroup.FinishSectionA-4.T:Youcanusetheseadjectivesto2(Groupwork)expressyourfeelings.NowletsworkingroupsandmakeSs:S1:Sure.MakesentenceswiththeadjectivesontheBbingroup.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。sentenceswiththem.M

32、aybetheconversationin4canhelpyou.G1:G2:Playthetaperecordingof3.T:Youdidquitewell.JustnowyouuselinkingverbsandListento3andfinishthe利用SectionA-3tasks.的听力练习复习系表结构。3(Individualwork)adjectivestoexpressyourfeelings.Letslearnmore.Lookatthepicturesin3onpage2.First,listentosomeconversationsandnumberthepictur

33、es.T:Canyoutellmetherightorder?T:Yougotit.Nowlistenagainandwritedownthelinkingverbsandadjectives.T:Haveyougottheanswers?Whocantellustheanswersandmakeasentencewiththetwowords?Ss:S1:TherightorderisSs:S2:Remark:以多种方式对上节课的重点内容进行复习巩固。Stage3（5mins)：Pre-listeningDesigningStepTeacheractivityStudentactivityp

34、urposePredicttheanswersto1bandthePredicttheanswersto1band听之前的讨论和mainideaof1a.Leadin1a.themainideaof1a.预测是为了解决T:Asweknow,Kangkangandhisfriendscanspendtheevening1(Individualtogether.Sotheyfeelveryhappy.work)Why?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。S1:BecauseKangkangsparentswillinviteJanesparentstoseethefilmThe

35、SoundofMusic.T:Yes,youareright.ButMr.Brownseemsdisappointed.Why?S2:Becausehewasntabletogetthetickettothefilm.T:DidyouseethefilmThesoundofMusic?Ss:Yes./No.T:Maybesomeofyoulikewatchingfilms,whiletheothersdont.IpreferPekingoperastofilms.Whataboutyou?S3:.S4:.T:Well.Nextwewilllistentoaconversation.Before

36、listening,letsreadthesentencesin1b.Maybeyoucanpredicttheanswers.Atleast,youcantellmewhatthemainideaoftheconversationis.S5:Ithinkthefirstsentenceisfalse.BecauseMr.BrowncouldntgetatickettoTheSoundofMusic,notAvataraccordingto1a.T:Yourinferenceisreasonable.Howabouttheothers?Ss:Sorry,wecantpredicttheansw

37、erstothem.T:Itdoesntmatter.Thethreesentencesareaboutdetails.Wecannotpredicttheanswers.Soyoumustpayattentiontothedetailswhenyoulisten.Butmaybeyoucantellmewhattheyaremainlytalkingabout?S6:Theyaremainlytalkingabouttheirandtheirparentslikesanddislikes.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

38、文段的大致内容，降低听力的难度。Stage4（7mins)：While-listeningDesigningStepTeacheractivityPlaythetaperecordingof1a.StudentactivitypurposeListento1aandmarkTorF.完成1b，核对答T:Youdidquitewell.LetslistenFinish1b.totheconversation.YoucanmarkTorFforthesentencesof1b.Ss:.T:Whowouldliketotellmeyour案。1(Individualanswers?work)S1:T

39、hefirstoneisfalse.BecauseMr.BrowncouldntgetatickettoTheSoundofMusic,notAvatar.S2:Thesecondoneistrue.S3:Thethirdoneistrue.S4:Thefourthoneisfalse.T:Howcanyoucorrect?S4:KangkangsparentslikeBeijingOpera,butKangkangdoesntlikeitatall.Hethinksitsboring.T:Goodjob!Showsomequestionsabout1aonListento1aagainand

40、设置更深层次的thescreen.Playthetaperecordinganswerthequestions.of1aagain.(1)HowdoesMr.Brownseem?Why?(2)WhichoperaisMariasfavorite?(3)WhatdoKangkangsparents听力问题。由易到难，由浅入深地训练学生的听力技能。2(Individualwork)likebest?(4)WhatdoesKangkangthinkofBeijingopera?T:Readthesequestionsfirst.Andthenlistento1aagain.Answertheques

41、tions.Ss:.T:Whocantellustheanswers?S1:.Remark：Stage5（14mins)：Post-listeningDesigningStepTeacheractivityStudentactivitypurposeAskthestudentstoread1ainReadandpracticetherolesingroups.conversationingroups.T:Nowletsworkingroupsandreadthedialoginroles.Pay1(Groupwork)attentiontothepronunciationandintonati

42、on.AndIllasksomegroupstoreadandactitoutlater.G1:AskthestudentstoretelltheRetelltheconversationconversationandthenchangethewiththehelpofthekeyconversationintoapassageinwordsin1candthengroups.changetheconversationintoapassageingroups.T:Nicejob!Nowworkingroups.Letschangeyourconversationintoashortpassag

43、e.First,eachstudentsaysasentencetoretelltheconversation.Andthenoneof2(Groupwork)youwritethemdowntoformashortpassage.Thekeywordsin1cmayhelpyou.Letsbegin!Ss:.T:Whowouldliketoshowyourpassagetous?S1:LetmehaveatryT:Yourgroupsworkwonderfultoday.Anyoneelse?isS2:.EncouragethestudentstomakeMaketheirown在真实交际中

44、运theirownconversationstoexpressconversationsaccordingto用所学语言，实现theirlikesanddislikesaccording1ainpairs.to1a.T:Doyouwanttoknowmoreaboutyourpartner?Letsworkinpairs.Youcanmakeyourownconversationsandaskyour3(Pairwork)partnerabouthis/herlikesanddislikesandthereasons.AndIllasksomegroupstoactitoutlater.Ss:

45、T:Iwantsomepairstoactoutyourdialog.Whowouldliketohaveatry?P1:Remark：Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityAsktheSstosummarizeandSsSummarizethislesson.consolidatewhatwehavelearntinthislesson.T:OK.Classwillbeoversoon,1（Classactivity)Nowletssummarizewhatwehavelearnti

46、nthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?学以致用。Designingpurpose1.总结本课所学，帮助学生使知识条理化。2.了解学生的掌握情况。3.帮助学生再一次巩固本课的知识点。S1:Welearnedanotherlinkingverb:seem.T:Canyoumakeasentencewithit?S1:Yes.Forexample,heseemsexcitedbecausehedidwellintheEnglishexam.T:Agoodexample.Anythingelse?S2:Wecanexpres

47、sourlikesanddislikesandtheopinionsaboutthem.AssignHMK.T:Good.Fortodayshomework,Idlikeyoutorememberthenewwords2(Classactivity)andphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-2a,2b,3,4a,4b.Remark：VI.Blackboarddesign第二课时(SectionA-4,3SectionB-1a,1b,1c)seemunhappyfeeldisappoint

48、edbeinteresting/funbeboring适当的家庭作业有助于巩固课堂所学的知识。第三课时（SectionB-2a,2b,3,4a,4b）教学设计思路：本节课主要活动为SectionB-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SectionB-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

49、结ed的发音。注意语音，语调和连读。.Teachingaims1.Knowledgeaims：正确运用以-ed结尾的形容词和以-ing结尾的形容词。2.Skillaims:（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.Emotionalaims:4.Cultureawareness.Thekeypointsanddifficultpoints1.Keypoints:（1）linkingverb+adjecti

50、ve（2）正确运用以-ed结尾的形容词和以-ing结尾的形容词。2.Difficultpoints：（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。.Learningstrategies1.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。.Teachingaids多媒体课件/图片VTeachingproceduresStage1(5mins)：GettingstudentsreadyforlearningDesigningStepTeacheractivityStu

51、dentactivitypurposeGreetasusualandthenshowGreetasusualandthenread以学习谚语导入someproverbs.T:Goodmorning,boysandgirls.T:Howareyoudoing?andlearnsomeproverbs.Ss:Goodmorning,Miss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T:Imfine,thankyou.Illshowsomeproverbstoyou.AndIhopeyoucanlearnthembyyour1(Classactivity)heart.Letsread

52、themfirst.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.Ss:Verywell,thankyou.And生观察这几个谚you?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。Ss:T:Canyouunderstandt

53、heseproverbs?Trytoguesstheirmeaning,please.S1:Yes.Thefirstonemeans你要使梦想成为现实，就得醒着。S2:T:Yougottherightmeanings.Youknow,proverbsarethedaughtersofdailyexperienceandwisdomofpeople.Ihopeyoucancollectmoreproverbs,rememberthemandtrytousetheminourdailylifeandinyourcompositions.Nowwatchtheproverbscarefully.Yo

54、umayfindalltheseproverbshaveausefulstructure.Whatisit?S3:Itis“linkingverb+adjective”.T:Yes,yougotit.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。Stage2（3mins)：RevisionStepTeacheractivityStudentactivityDesigningpurposeShowsomesituations.Makesentencesaccordingto引导学生用描述1(Classact

55、ivity)thesituations.情感的词汇回答，T:Letsreviewthestructure复习感官动词的“linkingverb+adjective”.Howdoyoufeelwhenyourpetdies?基本用法。S1:Ifeelsad.T:Howdoyoufeelwhenyouhaveatemperature?S2:Ifeelterrible.T:Howwillshelookwhenagirlislisteningtowonderfulmusic?S3:Shelookshappy.T:Howdoesheseemwhenamanlosthisphone.S4:Heseemsv

56、eryworried.T:Howdoesthefoodsmellwhenitgoesbad?S5:Itsmellsterrible.T:Ss: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。Stage3（15mins)：PresentationDesigningStepTeacheractivityStudentactivitypurposeEncouragethestudentstosummarizetheemotional学生总结学过的summarizetheemotionaladjectives.表达情

57、绪的形容1(Groupwork)adjectivesandwritethemontheBb.T:Youdidquitewell.Nowlets词，为下一个任务做准备。workingroupsandhaveacontest.Writedowntheemotionaladjectivesasmanyaspossible.Thegroupwhichwritesthemostwillbethewinner.Letsbegin!Ss:.T:Howmanywordshaveyouwrittendown?YoucanreadthemandIllwritethemontheBb.S1:happy,excite

58、d,sad.T:Well,ItseemsthatGroup1gotthemostadjectives.Congratulations!EncouragethestudentstoobserveStudentsobservethewords总结以-ing结尾和thewordsandsumuptheirandsumuptheirdifferent以-ed结尾的形容differentformsandusages.formsandusages.词的构成及用法。T:MaybeyouhavefoundthatIhadsortedtheadjectivesingroupsontheBb.Nowletsadd

59、moreadjectives.Pleasereadthewordsin2aandpayattentiontotheunderlinedparts.Canyousumuptheirdifferentformsandusages?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。2(Individualwork)S1:Thefirstwordineachgroupisverb.Andtheothersareadjectives.Thesecondwordineachgroupendswith-ing.Andthelastoneendswith-ed.T:Good.Youobservedver

60、ycarefully.Butwhatsthedifferenceinusagesbetweenthem?S2:Maybetheadjectivesendswith-ingisusedtodescribeathing.Buttheadjectivesendswith-edisusedtodescribepeoplesfeelings.Icannotexplainitexactly.T:Youdidagoodjob.Youhavealmostgotit.IllexplainitinChinese.Pleasetakeanote.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