外研英语八年级上Module 7 Feelings and impressions 全模块教案

1、外研英语八年级上外研英语八年级上 Module 7 Feelings and impressionsModule 7 Feelings and impressions 全模块教案全模块教案 I. Teaching goalsI. Teaching goals 教学目标教学目标 技听 能说 目读 标 写 语 言 目 标 功 能 句 式 Listen to conversations and passages involving the description of someone Talk about likes and dislikes To read a description of som

2、eone Describe yourself Write a simple description of someone Describe feelings and expressionsDescribe feelings and expressions That smells delicious! It tastes too strong. It doesnt smell fresh. It feels very soft and comfortable. She sounds really nice. And she looks very pretty. 1.重点词汇 feeling, s

3、mell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare 2.认读词汇 impression, guy, cookie,

4、recognize, quite, excited 3.短语 a bit Learn to use sense verbs: sound, smell, taste, feel, look 1 It smells delicious /sour/fresh. 2. It feels soft/comfortable. 3. It tastes salty/fresh/sweet. 4. That sounds nice. 5. He /she looks smart/pretty. 6. These shoes feel tight. 7. I feel nervous when I 8. I

5、 feel a bit sad when I 词 汇 语 法 重 点 句 子 II. Teaching material analyzingII. Teaching material analyzing 教材分析教材分析 本模块的主题是“Feelings and Impressions”, 教材的设置将功能与结构融于话题与任务 中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。 Unit 1 主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循 环训练，强化语言知识。 活动 1 要求听句子，给图片标号，训练学生捕捉主要信息及所需信 息的能力。活动 2 要求将所给句子与

6、图片配对，为学习对话做准备。活动3 听读谈论“感觉 和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。 活动 4 要求回答 问题，进一步熟悉对话内容，掌握感官动词的用法。活动5 要求完成句子，巩固感官动词及 描述性形容词的用法。活动 6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对 应。活动 7 和 8 是对本单元语音语调规则的训练及实践运用。 Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的 时间状语从句。活动 1 是热身活动，为阅读部分做了句式结构及词汇上的准备。 要求学生运 用所给词汇谈论图片中人物形象。活动2 是 Sally

7、写给其笔友 Lingling 的一封信，要求学生 读后根据信中描述找出正确的图片。 活动 3 要求将所给问句与相应段落配对， 考查学生把握 段落大意的能力。活动4 要求学生仿照信件中 Sally 对自己外表的描述，描述照片中人物的 形象。活动 5 和 6 要求以回答问题和两人对话的形式，运用 when 引导的时间状语从句谈 论别人及自己的感受。活动7 要求按照提示给 Sally 写一封回信介绍自己的情况：外貌、喜 好等。 Unit 3 主要是语言应用。活动 1 要求小组活动说出自己的好恶及理由， 巩固感官动 词的用法。活动2 和 3 要求用感官动词填空，完成句子。活动46 侧重笔头落实。这三个

8、 活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动 7、8 分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。 活动 9 要求选择适当的 词汇完成语篇。活动 10 要求运用所给词汇描述对物品的感受。Around the world 介绍了英 国人见面时打招呼的方式。活动 11 要求运用所供材料描述自己认识的人的外貌特征。活动 12 要求进一步介绍自己认识的人的喜好。 III. Class types and periodsIII. Class types and periods 课型设计与课时分配课型设计与课时分配 Period 1 Listening an

9、d reading (Unit 1) Period 2 Reading and writing (Unit 2: 1-4 and 7) Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6) Period 4 Integrating skill (Unit 3: 1-3；7-12) . Teaching plans for each period. Teaching plans for each period分课时教案分课时教案 Period 1 Listening and readingPeriod 1 Listening and re

10、ading Language goalsLanguage goals 语言目标语言目标 1. Key vocabulary重点词汇 feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh,try, lovely, sweater, both, smart, pretty, must, introduce 2. Key structures 重点句式 Sense verb+ adj Ability goalsAbility goals 能力目标能力目标 Enable students to

11、 use sense verbs. Teaching methodsTeaching methods教学方法教学方法 Communicative approach. Teaching aidsTeaching aids教具准备教具准备 A tape recorder, some pictures and some objects. Teaching procedures and waysTeaching procedures and ways教学过程与方式教学过程与方式 Step I Lead-inStep I Lead-in Read and explain these words. Ask

12、 the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class. T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to gu

13、ess. S: She must smell something terrible. T: What is the man? S: A cook. T: Yes. What is he doing? S: He is tasting something. Write“taste” on the board. Then go on with the other pictures. Show the following. feel, look, sound, smell, taste T: They are sense verbs. As we can see, they all have som

14、ething to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc. Ask students to read the words and sentences in activity 2 repeatedly. Step II Listening and readingStep II Listening and reading Li

15、steningListening In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures. A few minutes later, call back the answers. Then call attention to the structure: Subject + sense verb + adj T: We can use the structure to express our feelings. Re

16、adingReading Ask students to read through the conversation individually and then play the tape and have them read and follow. Ask them some questions to check their comprehension. a.What is Betty doing? b.What is Lingling doing? c.How does the onion taste? d.How does the pizza taste? e.Who is going

17、to the airport? And why? Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers. Sample conversation:Sample conversation: A: What smells delicious? B: Pizza smells deli

18、cious. A: What doesnt smell fresh? B: Cheese doesnt smell fresh. T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner. After that, call their attention to match different

19、 body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example,freshfresh can be put in the blanks after “eye, mouth, nose”, threeof the blanks. Check the answers. Step III Pronunciation and speakingStep III Pronunciation and speaking Do

20、 the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Sample dialogue:Sample dialogue: - Do you like Beijing roast duck? -Yes, I do. It tastes delicious. Do you like flowe

21、rs? -Yes, it smells sweet and looks beautiful. Step IV HomeworkStep IV Homework Ask students to 1.read the conversation repeatedly. 2.learn Everyday English on page 57 by heart. 3.finish activities 1, 2 and 6 in the workbook. Period 2 Reading and writingPeriod 2 Reading and writing Language goalsLan

22、guage goals 语言目标语言目标 1. Key vocabulary重点词汇 nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2.Key structures 重点句式 Shes tall with short hair. Shes wearing Shes carrying Ability goalsAbility goals 能力目标能力目标 Enable students to learn to write about a

23、 person. Teaching methodsTeaching methods 教学方法教学方法 Bottom-up approach. Teaching aidsTeaching aids教具准备教具准备 A computer and a projector. Teaching procedures and waysTeaching procedures and ways 教学过程与方式教学过程与方式 Step I RevisionStep I Revision Talk about feelings and impressions with students. Ask students

24、 who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear? S: Jeans. T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why? S: Because they look beautiful! Ask one of the students who come to the front the following

25、questions. T: Do you like swimming in the sea? Why or why not? S: Yes. I love swimming in the sea because the sea feels great. T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China? S: Because they feel soft and look beautiful. Help them to r

26、ecall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures. Step II VocabularyStep II Vocabulary In this step, introduce some new words and talk about the pictures to prepare for the reading. T: What do I look like? What abou

27、t my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: Shes tall, beautiful and lovely. T: What about her hair? S: Its long and black. T: Shes tall with long

28、 black hair. (Write on theboard) Is she young? S: Yes. T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl. S: Shes tall with short hair. S: Shes young. S: Shes smiling. Shes pretty. T: Great. How about her clothes? S: She wears je

29、ans and T-shirt. T:Good. Lets come to next step. Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II ReadingStep II Reading In this step, ask them to read the letter individually and find out the right photo. T: S

30、ally is going to meet her friend Lingling at the airport. But they didn t meet before and they didnt know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underlinethe sentences about Sallys looking. After a while, ask students t

31、o read out loud the sentences, and then find out the right photo. Sample sentences:Sample sentences: Im quite tall, with short fair hair, and I wear glasses. Ill wear jeans and a T-shirt for the journey, butIll also carry my warm coat. T: Good. Can you find her now? Point out the picture. Ask some s

32、tudents to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Sample sentences:Sample sentences: 1. but I also like dance music - I love dancing! I enjoy sports as well, especially ten

33、nis. 2. Im very proud of him! I feel stupid when I get bad marks and I get angry with myself - I should work harder. and Im quite shy when I, with strangers. I feel nervous when I speak Chinese, butIll be fine after a few days. Im always sorry when I do something wrong But Im very excited about comi

34、ng to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5. After this, ask them to read the letter again and then match the questions in activity 3 withthe paragraphs. Check the answers and ask them to state their

35、reasons. Step III SpeakingStep III Speaking Ask students to do activity 4. Samples description:Samples description: The girl in the right photo She is tall with short hair, an d she is wearing glasses. Shes carrying a warm coat. She looks happy and young. Then ask students to work in groups of five

36、or six. Each group describes a person in the class, and let other groups to guess who she or he is. Samples description:Samples description: 1.Shes cheerful. Shes tall and slim with long, fair hair. Guess who she is! 2.He is not too tall, but he is strong. He often wears jeans and he is wearing glas

37、ses. Guess who he is! Encourage students to talk about their hobbies using the following sentence structures and phrases. I spend a lot of time with I love I enjoy As well Sample description:Sample description: I spend lots of time playing basketball. I love sports. I want to join our school basketb

38、all team. I enjoy music as well. PairworkPairwork Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down. Sample sentences:Sample sentences: I hope you will recognize me from my ph

39、oto when I arrive at the airport. I feel stupid when I get bad marks Well, at first I often feel a bit sad when I leave my mum and dad for a few days, andIm quite shy when Im with strange4rs. I feel nervous when I speak Chinese, butIll be fine after a few days. Im always sorry when I do something wr

40、ong, so please help me do the right things whenIm with you in China! Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5. Then ask students to work in pairs and ask and say about their feelings as instructed in activi

41、ty 6. Sample dialogues:Sample dialogues: 1. When do you feel angry? When I get bad marks. 2. When do you feel excited? When I see a film. Step IV WritingStep IV Writing Ask students to write a reply to Lingling and describe themselves in the letter. Sample version:Sample version: Dear Lingling, Than

42、k you for your message. Im very glad to hear from you. You said youll come to our country next month. Its great! Ill meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. Im about 1.60m tall and a little thin. Ill wear a sweater and blue trous

43、ers for the journey.Ive got your photo - you look so tall and strong. SoIm sure well find each other! Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing childrens

44、songs every evening. Im looking forward to meeting you. See you next month! Love Jane Step V HomeworkStep V Homework Ask students to 1. read the letter repeatedly. 2. write a description of a friend or a family member. Period 3 Speaking and listeningPeriod 3 Speaking and listening Language goalsLang

45、uage goals 语言目标语言目标 1. Key vocabulary重点词汇 afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures 重点句式 I feel when I Ability goalsAbility goals 能力目标能力目标 Enable students to use “when” structure and describe others. Teaching methodsTeaching methods

46、教学方法教学方法 Communicative approach. Teaching aidsTeaching aids教具准备教具准备 A projector and a computer. Teaching procedures and waysTeaching procedures and ways教学过程与方式教学过程与方式 Step I RevisionStep I Revision Ask some students to show their work. Sample version:Sample version: I have a good friend. Her name is

47、 Yuan Meng. She has long hair and two big eyes. She is very lovely, nice and friendly. She is good at drawing and I admire her very much. She often shows me her pictures. She often wears a blue T-shirt and white trousers. She likes white very much. And she sings very well. Her voice sounds sweet and

48、 soft. She looks pretty. Yuan Meng is my best friend. We will send E-mails to each other. Talk with students about their likes. T: What do you like? And why? S: I like bananas. It tastes sweet. S: I love pan cakes. It tastes delicious. S: I like pop music. It sounds great. Then ask them to put the f

49、ollowing sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following. 1.那个闻起来真香！ 2.它尝起来味道挺浓烈的。 3.它尝起来不新鲜。 4.它让人感觉软绵绵的，很舒服。 5.她的声音好听。人也长得漂亮。 Step II Speaking and listeningStep II Speaking and listening Likes, dislikes and feelingsLikes

50、, dislikes and feelings Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences. For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we dont add “s” after senseverbs. Describing othersDe

51、scribing others Ask students to do activities 46 on page 60. For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We cant see “friendly” or “nice,” but we can judge f

52、rom someones behavior. Then ask them to match the words with the questions and put them in the box. Check their answer with the whole class. Then ask them to do activity 6. PairworkPairwork Go on with activity 5. Sample dialogue:Sample dialogue: A: What does your mum look like? B: Shes tall and slim

53、. A: Whats your mum like? B: She is nice. Step III HomeworkStep III Homework Ask students to do activities 3, 4 and 7 on pages 136 to 137. Period 4 Integrating skillsPeriod 4 Integrating skills Language goalsLanguage goals 语言目标语言目标 1. Key vocabulary重点词汇 afraid, angry, excited, nervous, proud, sad, s

54、hy, sorry, stupid, sure, dark, fair, friendly 2. Key structures 重点句式 I feel when I Ability goalsAbility goals 能力目标能力目标 Enable students to write a description of someone. Teaching methodsTeaching methods教学方法教学方法 Task-based activities. Teaching aidsTeaching aids教具准备教具准备 A projector and a computer. Tea

55、ching procedures and waysTeaching procedures and ways教学过程与方式教学过程与方式 Step I RevisionStep I Revision Do activity 7 on page 62. T: Look at the words in the box on top of the page 62. Go over the words by yourself. Your task is to describe the things in the box. One of you describes the things, your par

56、tner will guess what it is. Read the examples with some students and then ask them to work in pairs and do the game. Step II ListeningStep II Listening T: Next we will listen to a speakers complaining about something. Pay attention to the word “complain”, when you are not satisfied with somethingyou

57、 will complain for it. Look at the table first. What can we guess from the words in the first column? Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened? Then ask them to listen to the recording carefully and complete the tabl

58、e in activity 8. Play the tape again. Call back the answers from the whole class. Step III Reading and writingStep III Reading and writing Ask students to read the passage in Around the world. T: When we meet our friends in the street, we often greet each other. What do Chinese people we often do to

59、 greet people? S: We shake hands or ask“Have you eaten?”, “Where are you going?” or “Nihao!”. T: Good. Different people in different countries do or say differently when they first meet. For example, people from France and Latin American countries kiss each other on the cheek while they greet each other. Mexicans often tap each other while Japanese usually bow. What do English people say or do when they meet? Now lets read the short passage and find out. Show the following questions