仁爱版八下教案Unit 5 Topic 1 You look excited 第2课时

Unit5FeelingExcitedTopic1Youlookexcited.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：SectionA-1a,1b,1c,1d,2第二课时：SectionA-4,3SectionB-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第二课时（SectionA-4,3SectionB-1a,1b,1c）教学设计思路：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。Ⅰ.Teachingaims1.Knowledgeaims： （1）学习并掌握新词汇seem,opera（2）句型Heseemsalittleunhappy.It’ssofunnyandinteresting.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.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受。4.Cultureawareness:Ⅱ.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。Ⅲ.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。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose 1(Classactivity)Greetandwarmup.T:Goodmorning,everybody!Nicetoseeyouagain!T:Howareyoudoing?T:Youseemveryhappy.Why?T:Really?…Greetandwarmup.Ss:Goodmorning,Miss…Nicetoseeyou,too.Ss:Verywell,thankyou.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。Stage2（12mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Haveacontest.Showsomepicturesoffacialexpressionsonthescreenquickly.T:Beforethenewlesson,let’shaveacontest.I’llshowyousomefacialexpressionsonthescreenquickly.Youshouldwritedownthecorrespondingadjectivesasquicklyaspossible.Thestudentwhowritesthemostwillbethewinner.Areyouready?Go!T:Howmanyadjectiveshaveyouwrittendown?Let’scount.Oh,S1Writedownadjectivesaboutfeelingsasmanyaspossible.Ss:…用竞赛的方式复习表示情绪的形容词。 gotthemost.Congratulations!CanyouwritethemontheBb?S1:Sure.2(Groupwork)LetthestudentsmakesentenceswiththeadjectivesontheBbingroup.FinishSectionA-4.T:Youcanusetheseadjectivestoexpressyourfeelings.Nowlet’sworkingroupsandmakesentenceswiththem.Maybetheconversationin4canhelpyou.MakesentenceswiththeadjectivesontheBbingroup.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(Individualwork)Playthetaperecordingof3.T:Youdidquitewell.Justnowyouuselinkingverbsandadjectivestoexpressyourfeelings.Let’slearnmore.Lookatthepicturesin3onpage2.First,listentosomeconversationsandnumberthepictures.T:Canyoutellmetherightorder?T:Yougotit.Nowlistenagainandwritedownthelinkingverbsandadjectives.Listento3andfinishthetasks.Ss:…S1:Therightorderis…Ss:…利用SectionA-3的听力练习复习系表结构。 T:Haveyougottheanswers?Whocantellustheanswersandmakeasentencewiththetwowords?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-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Predicttheanswersto1bandthemainideaof1a.Leadin1a.T:Asweknow,Kangkangandhisfriendscanspendtheeveningtogether.Sotheyfeelveryhappy.Why?T:Yes,youareright.ButMr.Brownseemsdisappointed.Why?T:DidyouseethefilmThesoundofMusic?T:Maybesomeofyoulikewatchingfilms,whiletheothersPredicttheanswersto1bandthemainideaof1a.S1:BecauseKangkang’sparentswillinviteJane’sparentstoseethefilmTheSoundofMusic.S2:Becausehewasn’tabletogethetickettothefilm.Ss:Yes./No.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。 don’t.IpreferPekingoperastofilms.Whataboutyou?T:Well.Nextwewilllistentoaconversation.Beforelistening,let’sreadthesentencesin1b.Maybeyoucanpredicttheanswers.Atleast,youcantellmewhat’sthemainideaoftheconversation.T:Yourinferenceisreasonable.Howabouttheothers?T:Itdoesn’tmatter.Thethreesentencesareaboutdetails.Wecannotpredicttheanswers.Soyoumustpayattentiontothedetailswhenyoulisten.Butmaybeyoucantellmewhattheyaremainlytalkingabout?S3:...S4:...S5:Ithinkthefirstsentenceisfalse.BecauseMr.Browncouldn’tgetatickettoTheSoundofMusic,notAvataraccordingto1a.Ss:Sorry,wecan’tpredicttheanswerstothem.S6:Theyaremainlytalkingabouttheirandtheir parents’likesanddislikes.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-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof1a.T:Youdidquitewell.Let’slistentotheconversation.YoucanmarkTorFforthesentencesof1b.T:Whowouldliketotellmeyouranswers?T:Howcanyoucorrect?T:Goodjob!Listento1aandmarkTorF.Finish1b.Ss:...S1:Thefirstoneisfalse.BecauseMr.Browncouldn’tgetatickettoTheSoundofMusic,notAvatar.S2:Thesecondoneistrue.S3:Thethirdoneistrue.S4:Thefourthoneisfalse.S4:Kangkang’sparentslikeBeijingOpera,butKangkangdoesn’tlikeitatall.Hethinksit’sboring.完成1b，核对答案。2(Individualwork)Showsomequestionsabout1aonthescreen.PlaythetaperecordingListento1aagainandanswerthequestions. of1aagain.(1)HowdoesMr.Brownseem?Why?(2)WhichoperaisMaria’sfavorite?(3)WhatdoKangkang’sparentslikebest?(4)WhatdoesKangkangthinkofBeijingopera?T:Readthesequestionsfirst.Andthenlistento1aagain.Answerthequestions.T:Whocantellustheanswers?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：Stage5（14mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstoread1ainrolesingroups.T:Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndI’llasksomegroupstoreadandactitoutlater.Readandpracticetheconversationingroups.G1:… 2(Groupwork)Askthestudentstoretelltheconversationandthenchangetheconversationintoapassageingroups.T:Nicejob!Nowworkingroups.Let’schangeyourconversationintoashortpassage.First,eachstudentsaysasentencetoretelltheconversation.Andthenoneofyouwritethemdowntoformashortpassage.Thekeywordsin1cmayhelpyou.Let’sbegin!T:Whowouldliketoshowyourpassagetous?T:Yourgroup’sworkiswonderfultoday.Anyoneelse?Retelltheconversationwiththehelpofthekeywordsin1candthenchangetheconversationintoapassageingroups.Ss:...S1:Letmehaveatry....S2:...3(Pairwork)Encouragethestudentstomaketheirownconversationstoexpresstheirlikesanddislikesaccordingto1a.T:Doyouwanttoknowmoreaboutyourpartner?Let’sworkinpairs.Youcanmakeyourownconversationsandaskyourpartnerabouthis/herlikesandMaketheirownconversationsaccordingto1ainpairs.在真实交际中运用所学语言，实现学以致用。 dislikesandthereasons.AndI’llasksomegroupstoactitoutlater.T:Iwantsomepairstoactoutyourdialog.Whowouldliketohaveatry?Ss:…P1:Remark：Stage6（5mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.T:OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?T:Canyoumakeasentencewithit?T:Agoodexample.Anythingelse?SsSummarizethislesson.S1:Welearnedanotherlinkingverb:seem.S1:Yes.Forexample,heseemsexcitedbecausehedidwellintheEnglishexam.S2:Wecanexpressour1.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。 likesanddislikesandtheopinionsaboutthem.2(Classactivity)AssignHMK.T:Good.Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1awithyourpartner.AndthenyoushouldpreviewSectionB-2a,2b,3,4a,4b.适当的家庭作业有助于巩固课堂所学的知识。Remark：VI.Blackboarddesign第二课时(SectionA-4,3SectionB-1a,1b,1c)seemunhappyfeeldisappointedbeinteresting/funbeboring