仁爱版八下教案Unit 5 Topic 1 You look excited 第3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，鼓励学生总结ed的发音。注意语音，语调和连读。Ⅰ.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.CultureawarenessⅡ.Thekeypointsanddifficultpoints1.Keypoints:（1）linkingverb+adjective（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。Ⅲ.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。Ⅳ.Teachingaids多媒体课件/图片VTeachingproceduresStage1(5mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetasusualandthenshowsomeproverbs.T:Goodmorning,boysandgirls.T:Howareyoudoing?Greetasusualandthenreadandlearnsomeproverbs.Ss:Goodmorning,Miss… T:I’mfine,thankyou.I’llshowsomeproverbstoyou.AndIhopeyoucanlearnthembyyourheart.Let’sreadthemfirst.1.To make your dream come true, you have to stay awake. 2.Appearances are deceitful.(以貌取人常有错。)3.Extremes are dangerous. （凡事走向极端总是危险的。）4.Imagination is more important than knowledge. 5.The truth is always green. T:Canyouunderstandtheseproverbs?Trytoguesstheirmeaning,please.T:Yougottherightmeanings.Youknow,proverbsarethedaughtersofdailyexperienceandwisdomofpeople.Ihopeyoucancollectmoreproverbs,rememberthemandtrytousetheminourSs:Verywell,thankyou.Andyou?Ss:…S1:Yes.Thefirstonemeans要使梦想成为现实，你就得醒着。 S2:…以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英语知识，同时要求学生观察这几个谚语，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。 dailylifeandinyourcompositions.Nowwatchtheproverbscarefully.Youmayfindalltheseproverbshaveausefulstructure.Whatisit?T:Yes,yougotit.S3:Itis“linkingverb+adjective”.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)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Showsomesituations.T:Let’sreviewthestructure“linkingverb+adjective”.Howdoyoufeelwhenyourpetdies?T:Howdoyoufeelwhenyouhaveatemperature?T:Howwillshelookwhenagirlislisteningtowonderfulmusic?T:HowdoesheseemwhenamanMakesentencesaccordingtothesituations.S1:Ifeelsad.S2:Ifeelterrible.S3:Shelookshappy.引导学生用描述情感的词汇回答，复习感官动词的基本用法。 losthisphone.T:Howdoesthefoodsmellwhenitgoesbad?T:…S4:Heseemsveryworried.S5:Itsmellsterrible.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)：PresentationStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)EncouragethestudentstosummarizetheemotionaladjectivesandwritethemontheBb.T:Youdidquitewell.Nowlet’sworkingroupsandhaveacontest.Writedowntheemotionaladjectivesasmanyaspossible.Thegroupwhichwritesthemostwillbethewinner.Let’sbegin!T:Howmanywordshaveyouwrittendown?YoucanreadthemandI’llwritethemontheBb.T:Well,ItseemsthatGroup1gotthemostadjectives.summarizetheemotionaladjectives.Ss:...S1:happy,excited,sad...学生总结学过的表达情绪的形容词，为下一个任务做准备。 Congratulations!2(Individualwork)Encouragethestudentstoobservethewordsandsumuptheirdifferentformsandusages.T:MaybeyouhavefoundthatIhadsortedtheadjectivesingroupsontheBb.Nowlet’saddmoreadjectives.Pleasereadthewordsin2aandpayattentiontotheunderlinedparts.Canyousumuptheirdifferentformsandusages?T:Good.Youobservedverycarefully.Butwhat’sthedifferenceinusagesbetweenthem?Studentsobservethewordsandsumuptheirdifferentformsandusages.S1:Thefirstwordineachgroupisverb.Andtheothersareadjectives.Thesecondwordineachgroupendswith-ing.Andthelastoneendswith-ed.S2:Maybetheadjectivesendswith-ingisusedtodescribeathing.Buttheadjectivesendswith-edisusedtodescribepeople’sfeelings.Icannotexplainit总结以-ing结尾和以-ed结尾的形容词的构成及用法。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。 T:Youdidagoodjob.Youhavealmostgotit.I’llexplainitinChinese.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；以“-ing”结尾的形容词表示“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。T:Canyouthinkofmoreadjectiveslikethis?T:I’llgiveyoumoreverbs.Canyousayoutthecorrespondingadjectives?T：satisfy（使……满意）exactly.S3：surprisesurprisingsurprisedS4:tiretiringtiredS5:movemovingmovedS6:frightenfrightedingfrightenedS7:... T:amaze（使……惊讶）T:puzzle（迷惑）T:Good!CanyoumakesentenceswiththeseadjectivesontheBb?T:Goodsentences!S8:satisfying（令人满意的）satisfied（感到满意的）S9:amazing（令人惊讶的）amazed（感到惊讶的）S10:puzzling（令人迷惑的）Puzzled（感到迷惑的）S11:I’mtiredbecausethisworkistiring.S12:Thisstoryismoving.I’mmoved.S13:...3(Classactivity)Playthetaperecordingof2a.T:Nowlet’sreadthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenandcheck.Readthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenandcheck.Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。Stage4（10mins)：PracticeandconsolidationStepTeacheractivityStudentactivityDesigningpurpose: 1(Individualwork)Finish2bandchecktheanswers.T:Ithinkyouhavelearnedtheusagesoftheadjectivesverywell.Pleasefillintheblankswiththecorrectformsofthegivenwordsin2b.T:Haveyougottheanswers?T:Let’scheckyouranswers.Whocanreadtheconversationforus?Workaloneandfillintheblanksin1b.Ss:...Ss:Yes.P1:...完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。1(Individualwork)Read3andpredicttheanswersbeforelistening.T:WhathappenedtoMichaelaccordingtotheconversationin2b?T:WillMr.Brownbeexcited?T:Yes,Iagreewithyou.Next,youwilllistentoapassageaboutRead3andpredicttheanswersbeforelistening.S1:Hehasgotabadcoldsohismotherwillstayathomewithhimandcan’tgotoseethefilmTheSoundofMusic.MichaelwillgivethetickettoMr.Brown.S2:Yes,Ithinkso.ButIthinkhemustbesorryforMichael.听力练习之前预测答案。 howeverythinggoes.Butbeforelistening,let’sreadthesentencesin3.Pleasepredicttheanswers.Canyouguessthepartofspeechoftheanswers?T:Youarergtht.Nowguesstheanswers,please.T:Youaresosmart.Yourguessingarereasonable.Ss:Theyareadjectives.S3:Thefirstonemaybehappyorexcited.S4:Thesecondonemaybebeautiful.S5:Thethirdonemaybehappyorexcited.S6:Thefourthonemaybehappyandsorry.S7:Thefifthonemaybeniceanddelicious.2(Individualwork)Playthetaperecordingof3.T:Let’slistentothepassageandcompletethesentences.Andthenyoucancheckyouranswerwithyourpartners.T:Haveyougottheanswers?WhowouldliketoreadtheseListento3andchecktheanswers.Ss:... sentencesforus?S1:...Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。Stage5（9mins)：PronunciationStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Playtherecordingof4a.T:YourspokenEnglishisalmostgood.Butjustasyouknow,agoodEnglishlearnershouldalwayspayattentiontohispronunciation.Solet’slearnmoreaboutit.First,listentothetapeandfindhowthecombinedletters“ed”pronounces.T:Canyousumupthepronuncingrules?Youcandiscusswithyourpartners.T:Great!YoudidbetterthanIbelieve.CanyouthinkmoreListenandreadthewordsaloud,payingattentiontothesoundsoftheunderlinedletters.Trytofindtherulesandaddmorewords.Andthenlistenandtrytoimitate.S1:Thecombinedletters“ed”pronounces/t/,/d/and/ɪd/.S1:“ed”pronounces/t/afteranunvoicedconsonant.Butitpronounces/d/afteranvoicedconsonant.Anditpronounces/ɪd/after“t”and“d”.认真听录音，大单开口，反复模仿。 wordslikethis?T:Goodjob!Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.S2:inveted,frighteded,worried,interested,…2(Classactivity)Theteacherletsthestudentsreadthesentencesintheboxin4b.Askthemtopayattentiontothestress,liaisonandintonation.Tellthemtostressthecontentwordssuchasnouns,verbs,adjectivesandinterrogativewords.T:Youknow,thestressandliaisonarealsoimportantinyourpronunciation.Lookatthesentencesintheboxin4b.Thesemicolon“’”isthesignofstressand“﹀”isthesignofliaison.Firstyoucanreadbyyourselvesandpayattentiontothestressandliaisonandintonation.T:OK,nowlet’slistentothetapeandtrytoimitate.Youshouldstressthecontentwordssuchasnouns,verbs,adjectivesandinterrogativewords.T:Good!Nowlet’schoosetheReadthesentencesintheboxin4b,payingattentiontothestress,liaisonandintonation.Ss:… correctsentencesintheboxtocompletetheconversation.T:Ithinkyoucanreaditcorrectlyandfluently.Whichpairwouldliketoreadtheconversationforus?T:Goodjob!Ss:…P1:Letushaveatry…Remark：Stage6（3mins)：SummarizingandassigningHMKStepTeacheractivityStudentactivityDesigningpurpose1（Classactivity)EncouragetheSstosummarizethekeypointsT:Classwillbeoversoon.Weshouldsummarizethekeypointsnow.Let’sbegin!T:Soundsgreat!Ihopeyouwillrememberthem.Summarizethekeypoints.S1:Theusagesofadjectivesendingwith–ingand-ed.S2:Welearnedhow“ed”pronounces.归纳总结本课知识点。2(Classactivity)AssigntheHMK.T:Fortoday’sHMK,I’dlikeyoutoremembertheadjectivesandtheusagesofthem.PleasepreviewFinishtheHmkafterclass.适当的家庭作业有助于巩固课堂所学的知识。 SectionC-1a,1b,1c,2a,2b,3.Remark：VI.Blackboarddesign第三课时(SectionB-2a,2b,3,4a,4b)interestdisappointworryboreexcitepuzzleinterestingdisappointingworryingboringexcitingpuzzlinginteresteddisappointedworriedboredexcitedpuzzledsurprisetiremovefrightensatisfyamazesurprisingtiringmovingfrighteningsatisfyingamazingsurprisedtiredmovedfrightenedsatisfiedamazed