八年级英语上册 Module7 Unit2教案 外研版

1、辽宁省大连市第七十六中学八年级英语上册 Module7 Unit2教案 外研版课题I feel nervous when I speak Chinese.(NSE Book 3 Module 7 Unit 2)课时1课时课型阅读课教学目标知识与技能1. 知识目标(1)话题：个人情感（feelings and impressions）(2)功能：能够正确运用表达个人外貌、喜好和感受的功能句，如：Im quite tall with short fair hair, and I wear glasses;I enjoy sports;My favourite sport is tennis.等(3

2、)词汇：正确使用下列词汇和短语名词：hair, glasses, dance, stranger动词：recognise, dance形容词：nervous, dark, fair, proud, stupid, angry, excited副词：quite, especially短语：a bit(4)语法：正确使用句子的系表结构：link verb+adj. 如：I feel stupid when I get bad marks.2技能目标(1)读：能够从文章中获取关于外貌、爱好和感受的主要信息及主要句法结构；(2)说：能够根据获取的主要信息及句法结构简单描述Sally的外貌、喜好和感受，

3、并能够模仿描述自己或他人；(3)写：能够借助文章主要结构框架复述课文，并通过给Sally回信的形式描述自己。过程与方法1. 创设情境，激发学习兴趣，优化教学过程；2. 精讲巧练，注重语言学习的实践性；3. 课文文本的使用依据获取信息理解信息转换信息的原则。情感态度价值观通过阅读他人的自我描述，更好地观察、理解别人，从而培养学生关爱他人的情感素质。教学重点理解课文内容并在此基础上学会一些描述人长相、喜好和感受的表达方式。教学难点灵活运用不同句式以及系表结构和一些形容词来描述自己或他人。教学方法与手段采用交际法、任务型教学法和情境教学法等几种教学手段，将本课设计为“整体感知段落主题细节分析体会运用

4、”的阅读教学模式。学情分析学生通过第一单元的学习，对系表结构有了一定认识和了解，所以课文学习时不会存在语法障碍。本课课文的主要内容涉及到描述人的外貌、喜好和感受，这些都是学生非常熟悉的话题，贴近生活，学生也有一定的知识储备，包括词汇、句式等，有利于充分调动学生参与课堂活动的积极性，使学生有话可说，乐于分享。教学过程I. Engage 感知体验Step 1操作方式 以谈论教师上课伊始的感觉导入本课话题。T: With so many teachers here in our classroom, Im feeling a bit nervous but excited as well. What

5、 about you? S1: Im feeling nervous, too.S2:I feel happy.T: Could you give us some advice about relaxing ourselves?S:T: Thats quite a good idea. I feel much better now.设计意图 用教师和学生真实的上课感受直接导入本课，展开感觉与印象的话题。复习系表结构，并引出本课部分单词，如:stranger, afraid, excited, proud等。Step 2操作方式通过课题预测文章作者及内容。T: Today were going

6、to learn Module 7 Unit 2 I feel nervous when I speak Chinese. Please guess: Who says this sentence?S:A foreigner.T: Yes, its said by Sally. What do you know about Sally?S:(展示一个信封)通过阅读信封内容介绍课文背景。设计意图通过猜测文章作者及内容激发学生的好奇心和阅读欲望，激活学生的知识背景，引导学生对文章的大胆预测，为接下来的阅读做好铺垫。II.Practise 语言实践Step 3操作方式快速浏览文章，获取每段段意。Go

7、 through the letter as quickly as possible, and get the main idea for each paragraph.Paragraph A GreetingsParagraph B What does Sally look like?Paragraph C What does Sally like?Paragraph D How does Sally feel?设计意图通过速读文章整体感知课文，归纳段落大意，培养学生略读的阅读策略以及在阅读中抓住首尾句判断段落大意的能力。Step 41.操作方式阅读段落A，回答问题： How did Sal

8、ly feel when she heard from Lingling?2.操作方式阅读段落B，选择照片： Which is Sallys photo? 齐读文中描写外貌的句子，提炼文中描述外貌的词汇，分析外貌描写的顺序。Im with, and I wear .Ill wear for the journey, but Ill also carry .What I look like提炼文中描述外貌的句式结构，呈现在板书中，并以此为框架复述Sally的外貌。问：What else do we say about our appearance? 学生发散思维，扩充基本句式，如Ive got

9、big eyes，引导学生归纳功能句型，并形成知识网络。仿照课文描述自己以及班级同学的外貌。3.操作方式 朗读段落C，回答问题：What is Sally interested in?通过问题，引导学生把握段落细节，同时完成有关爱好的思维导图。(1) What type of music does she like?(2) Whats her favourite sport?从课文中提炼描述爱好的句式结构，呈现在板书中，并以此为框架复述Sally的喜好。I like doing, I also love. I enjoyas wellIm proud of becauseIm interest

10、ed in , especiallyWhat I like doing问：What else do we say about what we like doing? 学生发散思维，扩充基本句式，如：Im interested in., Im good at, My favouriteis等，引导学生归纳功能句型，并形成知识网络。仿照课文和老师的示范描述自己及家人的爱好。4.操作方式 阅读段落D,完成表格：feelings things to doget bad marksleave parentsbe with strangersspeak Chinesedo something wrongf

11、ly (take a plane)come to China参照表格内容，运用句式Sally feels when she 复述Sally的感受。对照表格内容，连锁练习，介绍自己在不同情况下的不同感受。设计意图 对文章内容进行分段阅读，通过细读文章-回答问题段落复述拓展练习的环节由浅入深，层层递进，帮助学生深挖文章内涵，把握细节，理清文章脉络；利用问题、框架图、表格等多种形式对课文信息进行文本转换，通过反复呈现重点句型和单词，潜移默化中培养学生的句感和语感，进而引导学生运用所学的句式和词汇描述自己，达到学以致用的目的。IIIUse 交际运用1.操作方式 根据从文章中获取的信息以及板书的提示，复

12、述课文。Ive got a pen friend from England. Her name is Sally. She is quite _ hair, and she _. She usually wears _ because she enjoys sports, especially _. She likes music _, she spends a lot of time with the school orchestra, but she also loves _. She works hard at schoolShe feels _ when she gets bad ma

13、rks. Shes very _ because shell come to China next week, but its the first time for her to leave her parents, so she feels a bit _, she is _ of flying and shes quite _ when shes with _. She feels _ when she speaks Chinese and shes always _ when she does something wrong, so Ill help her when shes in C

14、hina. Im looking forward to her coming.设计意图通过复述检测阅读内容的掌握情况，学生是否用到一些刚刚学过的单词和短语，反馈学生对文章的理解程度。2.操作方式 回答问题:(1) How will Lingling feel when she gets Sallys letter?(2) What will Lingling do after Sally comes to China?设计意图 体味作者写作意图并预测故事的后续发展，完成阅读内容的迁移，促进知识的内化。3.操作方式在结课之前布置作业：Please send Sally an email and introduce yourself to her to make friends with her.Dear Sally, Im very happy to write to you! I