Unit 5 Feeling Excited
Topic 1 You look excited.
Section A
Ⅰ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用以下词汇：
(1)单词表中的黑体单词invite
(2)连系动词：be,look, feel, taste, smell和sound
(3)描述情绪的形容词：excited, happy和disappointed
2. 学生能正确运用以下短语造句：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
3. 学生能自如地运用以下功能句进行交流：
How are you doing? Very well, thank you.
Guess what!
What a pity!
Skill aims：
1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用本课的交际功能用语问候或表达情绪。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简
单的问候和询问情绪的对话。
Emotional aims：
通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。
Ⅱ. The key points and difficult points
Key points：
学生在交流中能自如地运用系表结构和以下短语：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
Difficult points：
1. 学生对功能用语How are you doing? 的理解。
2. 描述他人情绪时连系动词正确形式的运用。
Ⅲ. Learning strategies
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。
Ⅳ. Teaching aids
Computer multimedia projector, the flash of the song, Do Re Mi.
Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 5分钟)
复习表达情感的形容词并处理新词句。
(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)
T: Did you have a good time in your winter holiday?
Ss: Yes, we did.
T: S1, did you ask your friends to your home for dinner?
S1: Certainly.
T: Oh, I know you invited your friends to your home. Were you ?
S1: Yes, we were very happy.
T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express your feelings in the holiday.
sad excited angry worried
(板书并要求学生掌握invite和none；理解worried；了解disappointed。)
invite, none, disappointed, worried
Step 2 Presentation 第二步呈现(时间: 7分钟)
呈现并处理1a的对话。
1. (教师总结并导入1a。)
T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang?
Let’s listen to 1 and find it.
(板书) How does he feel?(核对答案。)
2. (让学生跟读1a并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)
How are you doing?—excited—invite—say thanks to
3. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)
T: Listen again, underline the new words and difficulties.
(板书)
movie theater, exciting, The Sound of Music, disappointed, Sound great! What a pity!
Step 3 Consolidation 第三步巩固(时间: 10分钟)
巩固1a的知识点。
1. (让学生再读1a，然后进行角色扮演。)
T: Read 1a again, and then act it out in roles.
2. (让学生完成1b, 1c 和1d 。)
Step 4 Practice 第四步 练习(时间: 15分钟)
引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。) Kangkang/excited Mr. Lee/disappointed T: Kangkang looks excited. What about Mr. Lee? S 1: He feels disappointed. 主 系 表
(让学生总结学过的系动词，教师板书，学习生词taste 。)
be, look, feel, sound, taste
2. (给学生3~5分钟时间，完成2的练习。) T: You have 3~5 minutes to finish 2. (教师板书答案。)
(1) The food is/tastes very delicious.
(2) Michael is/looks so happy.
(3) The music is/sounds wonderful. (4) They are/feel excited.
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。)
T: We have learned many adjectives. Let ’s have a test. Say out the opposite words as quickly
as you can. T: happy Ss: … T: … (板书)
T: Great / Wonderful! 2. Homework: T: Make a survey about how your friend feels when she/he is in the
following situations.
Situation
Feeling Pass the exam. Be late for class. Your pet dog is dead.
Listen to wonderful music. Your mother is ill. …
Ⅵ. Teaching Reflection
It ’s easy for the students to understand the structure of “linking verb + adjective”. But it ’s a little hard for the students to use the correct form of the linking verbs in their own conversations. Teacher should design more oral practice for the students. Ⅶ. Blackboard design
popular —unpopular smart —silly kind —cruel
Unit 5 Feeling Excited
Topic1 You look excited.
Section A
1. -How are you doing?
-V ery well, thank you.
2. linking verb + adjective
3. Guess what!
4. invite sb. to do sth.
5. one of +最高级+ 名词复数
6. prepare sth. for sb.
7.say thanks/ hello/ sorry / goodbye to sb.
8.a ticket to…
Section B
Ⅰ. Teaching aims
Knowledge aims：
1. 学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正确读出连读和句
子的语调，并能区分出和读准需要重读的实词。
2. 学生能正确拼读并运用单词表中的黑体单词seem, 并正确运用以-ed结尾的形容词
和以-ing结尾的形容词。
3. 学生能正确运用“l inking verb+ adjective”结构造句。
4. 学生能自如地运用系表结构的句子进行交流来谈论情绪。
Skill aims：
1. 能听懂有关情绪的询问与表达的简单对话和陈述。
2. 能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话题进行交流。
3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。
4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简
单的问候和询问情绪的对话。
Emotional aims：
通过对Section B的学习，鼓励学生在闲暇时间多参加积极健康的文体活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向上的精神，有助于排解不良的情绪。Ⅱ. The key points and difficult points
Key points：
1. linking verb+ adjective
2. 正确运用以-ed结尾的形容词和以-ing结尾的形容词。
Difficult points：
1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。
2.对句子中需重读的词的正确把握。
Ⅲ. Learning strategies
1. 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. 通过模仿录音重读，连读和语调，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. Teaching aids
Computer multimedia projector, phonetic syllable cards, word cards.
Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 5分钟)
复习并处理新词句，然后导入新课。
1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生，掌握短语be proud of。)
T: Now let’s check the homework. S1,when you are late for class, how do you feel?
S1: I always feel worried and afraid.
T: S2, if your pet dog is dead, are you sad?
S2: Yes, I must be very sad.
T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel?
S3: I felt excited.
S4: I felt very pleased.
T: We are all proud of her, right?
Ss: Yes.
(板书画线部分。)
upset, be proud of
Step 2 Presentation 第二步呈现(时间:12分钟)
呈现并处理本课活动1a。
1. (通过谈论京剧，引入本课重点活动1a。要求学生掌握film，理解Beijing Opera，了解moving。) T: What music are you listening to?
S5: Jing Ju.
T: Yes, It’s Beijing Opera. What do you think of it?
S5: It’s wonderful. I like it.
S6: I don’t like it at all. It’s boring.
T: OK, S7, which do you like better, Beijing Opera or movies?
S7: I like movies better.
T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. It’s very moving.
(板书画线部分。)
Beijing Opera, film, moving
T: What about Kangkang? What is his favorite? Let’s listen to 1a and find out which film Kangkang likes best.
(让学生听1a的录音，回答教师问题。听完录音后，教师提问。)
T: Which film does Kangkang like best?
Ss: He likes Avatar.
T: Why?
Ss: …
Step 3 Consolidation 第三步巩固(时间: 11分钟)
巩固本课1a,完成1b和1c。
1. (让学生读1a，完成1b 和1c。)
T: Read 1 and finish 1b and 1c.
2. (利用1c中的词句复述1a内容。)
T: Retell 1a according to the key words and sentences in 1c.
Step 4 Practice 第四步练习(时间: 10分钟)
继续学习并练习系表结构。
1. (读2a中的单词，掌握它们的区别，会使用它们)
T: Read the words in 2a and master them.
2. (让学生完成2b的填空练习，并核对答案。)
T: Fill in the blanks with the correct forms of the given words.
3. (让学生听3，并完成填空练习，并核对答案。)
T: Listen to the passage and complete the sentences.
4.(让学生归纳学过的系动词和表示情感的形容词。)
T: Please sum up the linking verbs and feeling words in Section A and B.
2. Homework:
(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)
T: Suppose you were Kangkang’s mother, you are talking with Michael’s mother on the phone.
What are you talking about? Please make a dialog about this.
(2)预习。
(查询资料，了解Section C中的影片内容。)
T: Collect some information about the films The Sound of Music.
Ⅵ. Teaching Reflection
Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with –ed and –ing. They are very interested in the movie The Sound of Music after learning Section A and B. It’s helpful for them to learn Section C.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 1 You look excited.
Section B
1. seem unhappy
feel disappointed
be interesting/ fun
be boring
be exciting
2. Great! He must be excited to get it.
OK. I will tell him the exciting news right now!
Section C
Ⅰ. Teaching aims
Knowledge aims：
1. 学生能根据音标，正确朗读出单词表中单词及短语。
2. 能正确拼读并运用黑体单词。
3. 学生能正确运用“l inking verb+ adjective”结构造句。
4. 学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。
o ne of …, care for, become angry, because of , t each sb. to do sth, cheer sb. up, Skill aims：
1. 能听懂本课文本材料以及与电影内容相关的课堂用语。
2. 能熟练地口头谈论有关The Sound of Music的故事大意及经典音乐的话题。
3. 能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。
4. 能规范地写出有关采访Mr. Brown关于The Sound of Music的对话。
Emotional aims：
教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态度。
Ⅱ. The key points and difficult points
Key points：
1. 正确运用单词表中单词及短语。
2. 正确运用“l inking verb+ adjective”结构造句。
Difficult points：
1. lonely 和alone 的区别运用。
2. 采访对话的写作。
Ⅲ. Learning strategies:
1. 观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。
2. 分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。Ⅳ. Teaching aids
Computer multimedia projector, the flashes of the songs, The Lonely Goatherd and Edelweiss. Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 5分钟)
复习Section B
T: Let’s review what we learned yesterday. Answer my questions, OK?
Ss: OK.
T: How does Mr. Brown feel?
Ss: He feels disappointed.
T: Why is he disappointed?
Ss: Because he couldn’t get a ticket to The Sound of Music.
T: What happened to Michael?
Ss: Michael had a cold.
T: How about his tickets?
Ss: Mr. Brown could use his tickets since he was not able to go.
T: Yes, you’re right. Now, Mr. Brown is in the theater. That is the song he is listening to. Le t’s share it together.
T: What do you think of the song? Do you think it is lively?
Ss: Yeah, it’s good.
T: Why do you think it’s good?
Ss: Because it makes me happy and relaxed.
T: I think so. It can cheer us up. I like to listen to this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie?
Ss: Yeah. It’s very popular.
T: Would you like to learn the song?
Ss: Great!
T: Now let’s sing the song after the tape.
(板书)
lively, cheer up
Step 2 Presentation 第二步呈现(时间: 8分钟)
呈现1a。
1. (教师导入新课。)
T: Well done! It’s a lively song. It’s the theme song of The Sound of Music. Do you know anything more about this movie? Now let’s look at the poster, and discuss the questions in 1a. (教师拿出The Sound of Music的海报, 展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T: Please find out who are the starring and the director.
Ss: Julie Andrews and Robert Wise.
T: Right. This story happened in Austria. Can you tell me something about this story?
S1: It’s a story about Maria.
S2: Maria went to care for a family with seven children.
S3: The children cried and shouted every day. The father was lonely.
S4: Their father was almost mad at their behaviors at first, but their father became happy in the end. (通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。
引出生词和短语：Austria, cry, lonely, mad, at first, in the end并解释。)
(板书)
Austria, cry, lonely, mad,
at first, in the end=at last
2. (让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)
T: Now we’ve known something about this movie. Please read 1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings.
3. (让学生说出表示情感的单词。)
T: Say out the words expressing feelings, please.
sad and tired—lonely—angry—mad—happy
Step 3 Consolidation 第三步巩固(时间: 13分钟)
复习巩固1a，并完成1b。
1. (让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)
T: Please read 1a carefully and underline the key words and sentences.
2. (现在再读1a, 然后回答1c问题。)
T: Now, let’s read 1a again and then find the answers to the questions of 1c.
3. (教师核对答案，检查学生的理解情况。)
(核对完答案后。)
T: Excellent. Now, let’s listen to 1a and find out the main idea of each paragraph. Please work in pairs and discuss them.
(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)
T: Group 1, what does Paragraph 1 talk about?
G1: The Sound of Music is a story about Maria.
T: Group 2, what about the second paragraph?
G2: It talks about the family. The family looked sad and tired.
T: Group 3, what’s your idea about Paragraph 3?
G3: Maria cheered up the family in the end.
Step 4 Practice 第四步练习(时间: 10分钟)
1. (播放歌曲Do Re Mi。)
T: Do you know this song?
Ss: Yeah.
T: Do you know the movie. What’s it about?
S s:…
2. (让学生完成2a。)
T: Finish 2 by yourselves. Suppose you are Steve. Interview Mr. Brown about The Sound of Music with the help of the questions below and the text.
3. (让学生完成2b。)
T: Write down the conversation between Steve and Mr. Brown in your exercise book.
4. Homework:
(1)(每人都要把Do Re Mi这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)
(2)(预习Section D。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。) Ⅵ. Teaching Reflection
The students like the two beautiful songs from The Sound of Music very much. The atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we give the English class.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 1 You look excited.
Section C
1. lonely/alone
2. because/because of
3. cheer sb. up
Section D
Ⅰ. Teaching aims
Knowledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；
2. 能熟练运用linking verb + adjective 结构；
3. 能准确运用本单元重点短语进行写作练习：
invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb.
a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb., make
peace with sb., in the end , be popular with sb., be/become interested in…等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
｛boring ; bored｝
｛exciting; excited｝
｛alone ; lonely｝
｛because; because of ｝
｛interesting; interested｝
5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。
3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意
义以及人物在某一特定活动或事件中的情绪变化。
Emotional aims：
本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。
Ⅱ. The key points and difficult points
Key points：
1. 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故
事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。
2. 掌握interesting 和interested 的用法区别。
Difficult points:
1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。
2. 正确做出教师设计的补充词汇对比的练习。
Ⅲ. Learning strategies:
1. 通过整体复习Sections A-C，让复习也是一种学习的想法根植在学生心中。
2. 小组学习可以让学生对短文的写作步骤有更深刻的理解。
Ⅳ. Teaching aids
Computer multimedia projector, the flash of the song, Rap Face, the pictures of the roles in Beijing Opera
Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 5分钟)
复习并处理Section A到Section C的内容。
1. (教师引导学生用描绘情感的词问答。)
T: Y
T: Do you want to know anything more about Beijing Opera? Let’s learn about it from 1. Step 2 Presentation第二步呈现(时间：13分钟)
呈现1。
1. (教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial, 掌握
gesture。对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)
How will you feel
(教师拿出三张“生”的脸谱或图片。)
T: Look at this facial painting. Its name is“Sheng”.
)
”usually stand for? Just Guess!
Ss: It stands for Xiucai(秀才).
T: Yeah, very good. There are three kinds of “Sheng”(分别呈现“生”的图片). They are Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands for Xiucai.
Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all make wonderful gestures, and Wusheng also makes wonderful fighting.
(板书gesture并用手势让学生猜词义。)
Gesture手势
(教师拿出“旦”的脸谱或图片。)
T: Do you know this one?
Ss: Yeah, it’s “Dan”.
(如果回答有困难，就用下列问题提示。)
T: Are they all women?
S1: Yes, they are.
T: Do they wear beautiful clothes?
S2: Yes, they do.
T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes. (教师拿出“净”的脸谱或图片。)
T: H ow about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing”and“Chou”.
Can you guess this one?
S1: It’s “Jing”.
T: What’re their faces like?
S2: They usually have black and red faces.
S3: They also have black and white faces.
T: Y es. People with black and red faces are good, but people with black and white faces are bad.
(教师拿出“丑”的脸谱或图片。)
T: What is this one called?
Ss: “Chou”.
T: What’re their faces like?
Ss: They usually paint their noses white.
T: Do you like them?
Ss: Yeah. They are so funny.
T: I like them, too. They often bring us happiness and laughter.
(老师同时展示“Sheng”，“Dan”，“Jing”，“Chou”四幅图。)
T: How many main roles are there in Beijing Opera?
Ss: Four.
(教师板书生词，适当解释并要求学生掌握。)
role
(导入下一步。)
2. (放1录音，给学生布置听力任务。)
T: OK, you have known much about Beijing Opera. But do you know how many years of history it has? Let’s listen to the tape and find out the answer to this question.
(学生听完录音后，回答问题。)
T: How many years of history does it have?
Ss: It has over 200 years of history.
3. (让学生读1的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握come into being，理解nowadays。)
T: Boys and girls, please read this passage and underline the key words and phrases. Try your best to catch the meanings in the context.
Step 3 Consolidation 第三步巩固(时间: 7分钟)
巩固1，完成1中的判断正误。
1.(让学生再读1，判断正误。)
T: Read 1 again and mark True or False according to the passage.
(核对答案。)
T: Let’s check the answers together.
2. (通过听力训练进一步巩固文章。)
T: Beijing Opera is full of famous stories. Do you know the stories in it? Let’s learn about them. First, please read through the passage and then underline the new words and phrases in it.
Step 4 Practice 第四步练习(时间: 12分钟)
总结本话题的语法及目标语言。
1. (让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)
T: Now, boys and girls, please find out the sentences showing feelings with the pattern of “linking verb+ adjective”as many as you can. The winner will get a wonderful facial painting as a prize. Go!
(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)
Example:
You look so excited.
I feel disappointed.
Did she sound worried?
2. (根据图片完成2a，注意系表结构的用法)
3. (要求学生完成2b，根据2a写一篇文章)
T: Write a passage about 2a.
You can begin like this:
One day, Mr. Wang arrived in Beijing for a visit…
Step 5 Project 第五步综合探究活动(时间: 8分钟)
探究合作完成Project。
1. Introducing Your Favorite Movie, Play or Story ?
2. Homework:
(1) (让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)
T: Write a passage according to the pictures and the words given in 2. Pay attention to the structure “linking verb+adjective”.
(2) Review and consolidate the content of this topic.
Ⅵ. Teaching Reflection
Students are weak in writing practice. The teacher should pay more attention to the writing teaching. Design the writing steps carefully. The teacher may let students enjoy a real Beijing Opera after class.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 1 You look excited.
Section D
1. come into being
2. agree with sb.
3. be full of
4. make peace with ...
5. in the end
6. be popular with sb.
7. be/become interested in …
Topic 2 I’m feeling better now.
Section A
Ⅰ. Teaching aims
Knowledge aims：
1. 学生能正确拼读并运用单词表中的黑体单词exam, strict和shy。
2. 学生能正确运用以下短语造句：
seem to do…, do badly in…, be strict with sb., have a talk with sb., be worried about…,
take it easy
3. 学生能自如地运用以下功能句进行交流。
Anything wrong?
What seems to be the problem?
Thank you for telling me.
Skill aims：
1. 能听懂有关关注情绪和提出建议的简单对话和陈述。
2. 能正确地运用本课的交际功能用语进行询问和给出建议。
3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。
4. 能正确地运用本课新呈现的短语，原因状语从句以及交际功能语言写出简单的有关
情绪询问和给出建议的对话。
Emotional aims：
通过对Section A的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。
Ⅱ. The key points and difficult points
Key points：
1. 学生在交流中能自如地运用描述情绪和情感的形容词。
2. 正确运用原因状语从句。
Difficult points：
1. 学生对...she has no friends to talk with.一句中to talk with的理解。
2. 在对话中正确运用be +adj. +prep.结构。
Ⅲ. Learning strategies
上课前自己准备新单词的卡片；通过造句更好地掌握新学的单词和表达方式；通过把简单句连成复合句更好地理解运用原因状语从句。
Ⅳ. Teaching aids
Computer multimedia projector，the word cards.
Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 5分钟)
复习并学习新词句。
1. (复习上节课内容。)
T: Good morning, boys and girls.
Ss: Good morning, Miss Zhang.
T: What’s your favorite movie, S1?
S1: My favorite movie is Love Me Once More, Mom.
T: Are the people in it happy or sad? Why?
S1: They are sad because the mother lost her son.
T: What happened in the end?
S1: The mother went mad at last!
T: Why do you like it best?
S1: Because it’s very moving.
T: Can you tell us something about Beijing Opera?
S2: Yes, …
2. (教师检查家庭作业，并让几名学生把所写的短文读给大家听。)
T: Now let me check your homework. S3, please read your passage to the class.
S3: …
(教师对学生的作业做点评。)
T: Just now, most students did very well. That shows you work hard after class and you are strict with yourselves.
’s good for your study. But sometimes, it’s not good to be too strict. It’s enough to try your best. Do you think so?
Step 2 Presentation 第二步呈现(时间: 12分钟)
呈现1a。
1. T: Is Li Hong strict with herself? Is she active or shy? Let’s listen to 1a and answer the
questions.
(教师播放录音，让学生带着任务听1a。)
T: OK. Is Li Hong strict with herself?
Ss: Yes, she is.
T: Is she active or shy?
Ss: She is shy.
(教师板书生词并要求学生掌握。)
shy
(为了让学生对shy这一词更加了解，教师可用书本遮着脸做害羞状。)
T: Now look at me. I’m a little shy.
2. (再听1a，呈现听力任务。)
T: Let’s listen again. Then answer the following questions.
)
T: OK, stop here. Please give me the answers together. Who are they talking about?
Ss: Li Hong.
T: What’s Li Hong like?
Ss: She is quiet and shy.
T: Who will have a talk with Li Hong later?
Ss: Miss Wang.
T: Good job! Everyone should help others when they are in trouble.
3. (学生跟读1a，模仿语音和语调并找出文中关键词句。)
T: Now read 1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points.
Step 3 Consolidation 第三步巩固(时间: 10分钟)
复习巩固1a，1b，并完成1c。
1. (让学生自读1a，完成1c。)
T: Read 1a by yourselves, and then ask and answer the questions in 1c.
(教师核对答案。)
2. (学生分角色朗读。)
T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go!
(读完一遍后，男女生互换角色。)
3. (根据关键词，表演对话。)
T: Work in pairs. Close your books and look at the blackboard, then act out the dialog. The best pair will get five points.
(学生表演完，教师给出评语。)
T: Pair 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points …
Step 4 Practice 第四步练习(时间: 10分钟)
完成2和3，练习本课的重点词句。
1. (让学生在1a中找出because引导的原因状语从句，为第二步作铺垫。)
T: Please underline the sentences with because in 1a.
(教师板书because从句。)
She is crying in the bathroom because she did badly in the English exam.
She feels very lonely because she has no friends to talk with.
2. (教师让学生独立完成2。)
T: Do you like watching TV?
Ss: Yes, of course.
T: Which program do you like best, sports, plays, cartoons or ads?
S1: I like sports best.
S2: I like cartoons best.
S3: I like plays best.
T: When you watch your favorite program, how do you feel?
Ss: We feel excited/happy/relaxed …
T: Why?
Ss: Because it’s interesting.
T: So we can say: We feel excited because the program is interesting/wonderful. Now look at the pictures in 2 and finish the blanks.
(几分钟之后)
T: OK, stop here. Let’s check the answers.
(教师给学生总结以because引导的原因状语从句。)
3. (教师可让学生先通读一遍3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和take it easy，了解e-card，然后听录音并完成3。)
T: Read through the e-card, try to guess the words in the blanks and new words.
(板书单词。)
send, e-card, take it easy
T: What is an e-card? Do you know?
(学生可能知道，也可能不知道。他们可以各抒己见。)
T: An e-card is a card on the Internet. Now listen to 3 and help Helen to complete this e-card. (学生听过录音之后。)
T: OK. Who can tell me the answer?
S1: …
T: Good job, you are great!
Step 5 Project 第五步综合探究活动(时间: 8分钟)
综合探究下列带有情感的原因。
1. (小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。)
Feeling Reason
happy Li Ming: got many birthday presents.
Wang Tao: …
sad
worried
…
T: Boys and girls, we have learned many words to show feelings such as“happy”,“sad”,“worried”and so on. Now let’s make an interview in groups to find out what kinds of feelings your friends have and the reasons. At last the group leader should give a report to the class. You may begin like this:
S1: Are you happy, Li Ming?
S2: Yes, I’m very happy.
S1: Why are you so happy?
S2: Because I got many beautiful birthday presents yesterday.
T: Now report your results to the class.
G1: Li Ming is happy because he got many beautiful birthday presents yesterday…
G2: …
2. Homework:
(试着以王老师的口吻向李红提一些建议，帮她渡过难关。)
T: Imitate Miss Wang to give Li Hong some advice.
Ⅵ. Teaching Reflection
In today’s lesson, the teacher should let the students know that everyone needs help when he is in a bad mood, so we should give others a hand when they feel upset. At the same time the teacher should design more exercises about the phrases mentioned in Section A.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 2 I’m feeling better now.
Section A
seem to do
1. seem seem + adj.
seem that +sentence
2. be strict with sb. be strict in sth.
3. be worried about…
4. The girl feels lonely because she has no friends.（原因状语从句）
5. take it easy
Section B
Ⅰ. Teaching aims
Knowledge aims：
1. 学生能区分元音音素/ I?/和/ε?/, 并能正确拼读单词，注意对应的字母组合的拼写规
则；学生能在朗读句子时正确处理停顿、弱读和辅音的不完全爆破现象。
2. 学生能正确拼读并运用单词表中的黑体单词fail, someone, feeling和joke。
3. 学生能正确运用以下短语造句：
fail to do sth., at one’s age, tell sb. the joke和by the way.
4. 学生能自如地运用以下功能句进行交流。
How are you feeling today?
Why don’t you…?
Don’t worry.
There, there!
It’l l be OK.
Skill aims：
1. 能听懂有关询问情绪和提出建议的简单对话和陈述。
2. 能正确地运用本课的交际功能用语进行询问和给出建议。
3. 能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的材料。
4. 能正确地运用本课新呈现的短语，原因状语从句以及交际功能语言写出简单的有关
情绪询问和给出建议的对话。
Emotional aims：
通过对Section B的学习，学生能够学会关注他人的情绪，在别人情绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。
Ⅱ. The key points and difficult points
Key points：
1. 学生在交流中能自如地运用描述情绪和情感的形容词和提出建议的动词。
2. 正确运用原因状语从句。
Difficult points：
1. 学生对There, there!的理解。
2. 有关情绪询问和给出建议的对话的写作。
Ⅲ. Learning strategies
1. 多听英语歌曲有助于英语水平的提高。
2. 朗读句子时可在连词前有明显的停顿，使前后两个意群更加明显，更容易听出句
子所要表达的意思。
3. 在写作环节进行合作学习可取长补短，互相促进，共同进步！
Ⅳ. Teaching aids
Computer multimedia projector，the flash of the song, If you are happy.
Ⅴ. Teaching procedures
Step 1 Review 第一步复习(时间: 6分钟)
复习并导入1a。
1. (运用简笔画复习表示情感的形容词和原因状语从句。)
T: Look at the stick figures, and then review the adjectives expressing feelings and adverbial clauses of reason.
2. (教师根据第三幅简笔画，引入新课学习并掌握生词fail和feeling。)
T: Let’s look at Picture 3. What’s wrong with the girl?
Ss: She is crying.
T: Why?
Ss: Because she did badly in the English exam.
T: Yes, she didn’t pass her exam. That’s to say, she failed the exam. What’s her feeling? Or how does she feel?
Ss: She feels very sad.
(板书画线部分。)
Unit1 What’s the matter？ Section A 1. What’ s the matter? 怎么啦？出什么事情了？ 【解析】matter/ ' m?t?(r)) /n.问题；事情 What’ s the matter with you? = What’s the trouble with you? = What’ s wrong with you? 你怎么了？ 【注】：matter 和trouble 为名词,其前可加the 或形容词性物主代词， wrong 是adj. 不能加the —What’s the matter ______ Tom. He is wet through. —His car ran _______ the river. A.with; in B.to; into C.with; into 【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。即： What’s the matter with sb.? = What’s your trouble? = What’s up? = What happens to sb.? （）What’s ____ with you? A. trouble B. the matter C. the wrong D. matter （）— ______? — Nothing serious , but a bit tired. —Better have a rest now, dear. A. Is that all B. Is there anything else C. What’s this D. What’s the matter with you （）—_________? — I have a headache and I don’t feel like eating anything. A. How are you B. What can I do for you C. What’s the matter with you D. How do you like it （）—What’s the matter with Tina? —_______________. A. She is away. B. She is cool. C. She has a sore throat. D. She should take some medicine 【拓展】matter的用法 (1) It doesn’t matter 没关系（用来回答别人道歉时的用语） (2) as a matter of fact= in fact 事实上, 实际上 2. I have a cold 我感冒了
3 ? 教材解读 本单元的话题是，主要是关于家庭生活，谈论家务琐事及家庭互助，要求学生学会用...？和I ...？来委婉地提出请求或征求别人的许可以及如何有礼貌地拒绝别人并表达自己的理由，陈述自己的好恶。家庭生活及家务劳动是社会家庭和学生生活中的重要方面，对学生生活习惯的养成、社会行为习惯及家庭责任感的建立起着重要的作用。通过学习本单元，学生应当能认识到家庭亲情及家庭义务的重要性，应对参加及帮助父母做适当的家务持有积极的态度。通过单元学习，学生还将了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力。 单元目标 一、知识与技能 1. 掌握重点单词和短语。 2. 掌握请求帮助和请求允许及应答的句型：? I ? ，. ，’t. I . 3. 培养听说读写四项基本技能。 二、过程与方法 采用个人独立思考，两人或多人小组合作、交流的学习策略，积极创设较真实的语言环境，利用教学图片、录音机或多媒体课件来展开课堂的听力和口语交际活动。 三、情感态度与价值观 明确“家务人人有责”的思想，能积极主动地参加家务劳动。认识到父母照顾家庭的辛劳，养成爱父母、爱家庭、爱家务的好习惯。学习照顾家庭同时也是照顾自己，培养独立能力，为自己的将来奠定基础。 教法导航 采用直观教学法，遵循以学生为主体的原则。 学法导航 采用和的学习策略， 课时支配 第1课时：A 12d 第2课时：A 34c 第3课时：B 12e 第4课时：B 3 课时教案
第1课时 A 1a-2c 教学目标 一、知识与技能 1. 掌握重点词汇和短语：，，，，， 2. 理解并掌握重点句型：…? I …? 3. 能听懂有关做家务和日常活动的对话。 二、过程与方法 采用情境教学法，调动学生的积极性，引导他们积极参与课堂。 三、情感态度与价值观 了解各种家务，能发现要做的家务并积极主动地去做。 教学重点 能用本课的重点词汇和句型对家务作出委婉请求。 教学难点 能抓住录音中的关键词。 教法导航 课上引导学生积极参与课堂活动，老师少讲，鼓励学生多练。 学法导航 加强小组合作学习，积极回答问题。 教学准备 图片，录音机，多媒体。 教学过程 1 . 2 T：，! I . . ? ( “”.) “”. ? S1：I . S2：I . S3：I . S4：I . S5：I . T：，! . 3 17. T：17. ? S1：.
学校名称：华美中英文学校班别：八（一）科目：英语学生姓名： 每周寄语：Good beginning is half of success.(好的开始就是成功的一半) .第一课时 学习目标：Section A 1a—2b. 1、读准并记住以下词汇： How often exercise skateboard hardly ever on weekends 2、通过学习了解不同的活动类型，掌握常见的频度副词和表示频率的常用短语。 3、通过合作探究，熟练掌握和运用下列重点句型： What do you usually do on weekends? I usually go to the movies. What does he usually do on weekends? He usually does his homework. How often do you watch TV? I always watch TV. How often does she watch? She watches TV once a week. 学习重点： 1、本节课应掌握的生词和短语. 2、了解不同的活动，掌握和运用常见的频度副词及表频率的常用短语。 3、熟练掌握和运用学习目标中所要求的重点句型。 学习难点： 1、how often 句型、频度副词和表频率的短语的运用。 2、运用所学知识进行综合运用。 教学过程： 一、自学指导： 1、自学Page1-2页的单词，移注单词。（根据音标拼读、拼写单词并牢，把单词中文 意思移到课文中）。 2、自学完成Section A 1a。 3、标出重要的短语和句型，标出疑难点，准备课堂中讨论解决。 二、知识链接 4.hardly “几乎不”，是个否定副词，表示否定意义，通常位于实意动词之前， 系动词、助动词、情态动词之后。例如： He hardly goes to bed before midnight.他很少在午夜以前就寝。 There’s any milk in the fridge .冰箱里几乎没有牛奶了。 5.always,usually,often,sometimes,hardly 和 never都是频度副词，与疑 问词 how often 对应。表示的频率由always向 never递减。在句中位于实 意动词前，情态动词（ can等）、助动词（ do等）、连系动词（ be等）之
八年级下册英语教案 马街二中
Unit 1 What’s the matter? 教学目标： 1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。 2 技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重 点单词和重点句型，并能描述怎样对待健康问题。 3 情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。 通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相 帮助的精神。 教学重点： 短语: have a stomachache, have a cold, lie down, take one’s temperature, go to a doctor, get off, to one’s surprise, agree to do sth., get into trouble, fall down, be used to, run out (of), cut off , get out of, be in control of , keep on (doing sth.), give up 句子: 1 What’s the matter? I have a stomachache. You shouldn’t eat so much next time. 2 What’s the matter with Ben? He hurt himself. He has a sore back. He should lie down and rest. 3 Do you have a fever? Yes, I do. No, I don’t. I don’t know. 4 Does he have a toothache? Yes, he does. He should see a dentist and get an X-ray. 5 What should she do? She should take her temperature. 6 Should I put some medicine on it? Yes, you should No, you shouldn’t.
Unit 1 Where did Rou go on vacation? New Rork CitR; Central Park，eRam，were，rainR，delicious，eRpensive，ineRpensive．crowded．flew，kite，later，felt，little, corner, discuss，etc Where did Rou go on vacation? I went to the mountains． Did she go to Central Park？Res，she did．No, she didn’t 语法：一般过去时特殊疑问句、一般疑问句及肯、否定回答。 根据初中英语新课程标准和本科教材内容，我确定了以下目标： 1．Master the vocabularR 2．Master the keR patterns: Where did Rou go on vacation? I went to the mountains ? Did she go to Central Park？Res，she did．No, she didn’t 单元教学重难点 1．VocabularR and ERpressions 2. Grammar Focus：Where did Rou go on vacation？I went to the mountains. Did she go on Central Park？Res, she did． No, she didn’ t Use the past tense to talk about activities that happened in the past in E nglish with the following sentences： Where did Rou go on vacation? Did Rou go to…？Res. …/No，… Such as; go abroad, go hiking, go climbing, summer camps, and so on接近学生的 生活，TheR are all interested in talking about it. Section A中1a. 1b. 1c. 2a. 2b. 2c. Grammar focus 教学目标 知识与能力 1. Match the vocabularR：New Rork CitR，Central Park，eRam． 2. Master and use：Where did Rou/ theR /he / she go， vacation? I / TheR /He /She went to the mountains＼New Rork CitR＼beach＼ summer camp． Did Rou go to the beach？Res，I did．No, I didn’t． 过程与方法 通过例子Who went to the movies last SaturdaR?引出动词go的过去式went，从而引出一般过 去时态。 教学重、难点及教学突破重点 l. The vocabularR：New Rork CitR, Central Pads，eRam． 2. Language： Where did Rou/theR/he/she go on vacation? I/TheR/He/She went to the mountains/ N ew Rork CitR/ beach /summer camp Did Rou go to the beach? Res，I did. No, I didn’t. 难点 Use the language to talk about past events． Language: Where did Rou go on vacation?及答语的学习 step 1 Greetings Good morning/afternoon, EverRbodR Step 2 Free talk Ask the Students to talk about what theR did last weekends Step 3 Presentation 1 Finish 1a．
Unit 1 What’s the matter? 一、教学目标： 1. 语言知识目标：1) 能掌握以下单词：foot, knee, neck, stomach, throat... 2) 能掌握以下句型What’s the matter?I have a headache. You should drink some tea. That sounds a like a good idea. I have a sore back. 二、教学重难点:1) Talk about your health. 2) Make suggestions. 三、教学方法：Revision, Learning, Practice and Reading. 四、教学辅助：Tape-recorder and Lattern. 五、课时：Six periods 六、教学过程： Period 1(Section A1a-2d) I. Teaching Aims and Demands 1. Knowledge Objects. Body names. Illness.What’s the matter? I have a cold. 2. Ability Objects. Listening skill. Recognizing skill. 3. Moral Objects. Exercise every day and keep healthy and strong. II. Teaching Importance and Difficulty What’s the matter?I have a cold. III. Teaching Methods Recognizing method Listening method. Discover method. Pairwork. IV. Teaching Aids A tape recorder. A doll for teaching the names of the body. A Projector. V. Teaching Procedures Lead-in Name the parts of the body by pictures. Step 1 Read a chant about the body. Step 2 Enjoy a song. Step 3 Play a game. Say and draw the part of body. Step 4 Activity 1a. Let Ss to look at the picture and write the correct letter [a-m] for each part of the body. Step 5 Judge their problems based on every picture. Step 6 Activity 1b. Listen and look at the picture. Then number the names [1-5]. Step 7 Act it out with their partner. Step 8 Listen again and complete the table. Step 9 Activity 1c. Pair works. Make conversations according to pictures.
Unit 5 Feeling Happy Topic 3 Many things can affect our feelings. Section A needs 1 period. Section A需用1课时。 The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands 目标要求 1. Learn some new words and phrases: calm down, bitter, CD, DVD, test, speech, monitor 2. Learn useful expressions: How long have you felt like this? I hate to go to the hospital. 3. Learn how to describe feelings: These days I feel very bored and lonely at home. I’m worried about the test at the end of the month. 4. Le arn the usages of “make + object + v./adj.” It makes me feel nervous. The TV programs make me sleepy. 5. Learn how to reassure others: Don’t be afraid! Be brave! Take it easy. Don’t worry. Ⅱ. Teaching aids 教具 录音机/手机/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步复习(时间: 5分钟) 复习电话用语并创设情景导入新课。 1. (假设一名学生因病缺席，教师让一名学生扮演那名生病的学生，用手机进行师生对话，复习打电话及询问病情的表达。学习单词，掌握nervous和bitter；理解calm down。) T: Suppose one student is absent, and I will make a phone call with him/her. Example: T: Hello! May I speak to Li Ming? S1: Hello! This is Li Ming speaking. T: This is Mr.Wang speaking. You didn’t come to school today. What’s wrong with you? S1: I have a bad cold. It makes me very upset. T: Oh, I’m sorry to hear that. Don’t be nervous. Calm down and listen to me. How long have you felt like this? S1: One day. T: You need to go to see a doctor. S1: No, I’m afraid of taking medicine. T: Be brave. I know medicine is a little bitter, but it’s good for your health. Follow the doctor’s advice, and you’ll get well soon. S1: I hope so. Thanks a lot. (板书) nervous, bitter, calm down 2. (询问几名学生是否担心下周的英语演讲和数学测试，并给予安慰。)
最新人教版八年级英语下册教案全册 Unit 1What's the matter? Period 5 Self Check 本单元教材以“What's the matter？”为中心话题，围绕着询问及描述“身体状况”进行学习和运用几个常见的句型：What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have
a fever？No，I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes，you should.等。让学生知道怎样表达身体的不适及正确地处理生活中的一些事情。在学习过程中，学生在交流中，能促进师生之间的感情。Section A 主要学习怎样表达身体的不适并给出合理性的建议。应掌握句型：What's the matter? I have a stomachache.What should I do？等。短文“Bus Driver and Passengers Save an Old Man”介绍了一位公共汽车司机及乘客救一位老人的故事，增加了学生的阅读量。Section B 安排了听、说、读、写的任务，教师在教学中应合理利用课本上的知识进行教学。 第一课时Section A(1a－2d) Teaching Key Points【教学重点】 The vocabulary： matter，throat，foot，stomach，toothache，headache，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor Target language： 1.What's the matter? I have a stomachache. 2．What should I do? Should I take my temperature? 3．I think you should lie down and rest. Teaching Difficult Points【教学难点】 Use the target language above to talk about health problems and give advice. Teaching Aids【教学工具】 an English book，a tape recorder and CAI Teaching Steps【教学过程】 ★Step 1Preview and perception【预习感知】 Ask the students to read the vocabulary and target language. 根据句意及汉语或首字母提示完成句子。 1．—What's the matter with her? —She has a very sore t______ now. 2．He ate too much，so he had a s______． 3．If you feel tired，you should l______ down and rest. 4．If you ______(咳嗽)，drink some hot tea with honey. 5．He wants to see a dentist，because he has a ______(牙疼)． ★Step 2Consociation and exploration【合作探究】 Let the students read the book by themselves in order to find out the answers.They can discuss the questions in groups or ask the teacher for help.When they finish the questions，ask some students to check the answers. ★Step 3Leading in【情景导入】 Ask a student to act something is wrong with his/ her head… And T：What's the matter? Help the students to answer：I have a… Have the students repeat. ★Step 4Pre－task【准备任务】 Page 1，1a &1b
八年级英语教案
外研社八年级下英语Module one Unit1教案设计 一、教案背景Teaching background 1，面向学生：中学 2，学科：英语 2，课时：1 3，学生课前准备： Preview the new words. Read the passage. 二、教学课题 Module 1 Feelings and impressions Unit 1 It smells deliciou s！ 三、教学目标Teaching aims 语言知识目标： 1．能够使用表感觉和知觉的动词对食物的味道、人的印象等进行评论 2．能够正确朗读主系表结构的句子 That tastes delicious. You look smart. 3．重点词汇 feeling smell feel quiet salty sour fresh lovely smart pretty later soft shoe dear matter cheese cookie try sweater both must introduce 能力目标 听能够听懂用表感觉和知觉的系动词所表达的内容 说能够询问并表达对事物的感觉情感目标
能够通过阅读他人的自我描述，更好理解他人，从而懂得关心他人学习策略 能够用表感觉和知觉的系动词表达自己的感觉并积极与他人合作学习。 四、教材分析Analysis of the teaching materials 本模块以感觉与印象为话题，对话主要以表感观的系动词的用法为主，表达对事物的感觉，这些内容都很符合这一年龄段学生的兴趣，语言实践活动也很好开展 学生分析Analysis of the students： 学生在预习的基础上，应该对本节课的学习理解很容易，很快能够掌握运用。能够创造性的开展听说训练，从而掌握运用表感觉和知觉的系动词，学会表达自己的感觉。 【学习重难点】Teaching key and difficult points： 重点是学习表感觉和直觉的系动词，系表结构也是这一模块的难点，在理解的基础上，学会描述一些人长相和性格的表达方式，包括句式和一些形容词。 五、教学方法Teaching methods 兴趣是最好的老师,采用多媒体教学，激发学生兴趣, 播放幻灯片图片吸引学生学习兴趣,实行自主互助、合作探究教学方式,实现高效课堂。 Teaching aids：采用多媒体教学，video, 幻灯片PPT 六、教学过程Teaching process Step1. warming up T: Class, Do you like playing games? Let’s play a game. “ Touch your nose. Open your mouth. Close yo ur eyes. Touch your ears.”Then use your hands to feel your clothes.
Unit 5 Feeling Excited Topic 1You look excited. Section A Ⅰ. Teaching aims Knowledge aims： 1. 学生能正确拼读并运用以下词汇： (1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed 2. 学生能正确运用以下短语造句： invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … 3. 学生能自如地运用以下功能句进行交流： How are you doing?Very well, thank you. Guess what! What a pity! Skill aims： 1. 能听懂有关情绪的询问与表达的简单对话和陈述。 2. 能正确地运用本课的交际功能用语问候或表达情绪。 3. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。 4. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简 单的问候和询问情绪的对话。 Emotional aims： 通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。 Ⅱ. The key points and difficult points Key points： 学生在交流中能自如地运用系表结构和以下短语：invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … Difficult points：1. 学生对功能用语How are you doing? 的理解。 2. 描述他人情绪时连系动词正确形式的运用。 Ⅲ. Learning strategies
人教版新目标英语八年级下册全册教案 Unit 1 What’s the matter? Teaching goals: 1. 词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词. 2. 能够用所学的单词谈论身体并且能给出中肯的建议. 3. 通过听力练习，争取能够提高学生的听力能力. Important points: 1. words . 2. Sentences: I have a headache. You should go to bed. He has a stomachache. He shouldn’t go to bed. She has a toothache. She should see a dentist. Difficulty points: How to talk about the health and give the advice . Period 1 Teaching procedures: Step 1 Leading in 1. sing a song and do some actions 2. Play a game and revise some words we have learned. 3. (Today we’ll learn some parts of the body .) Look at the picture and teach new words. Step 2 Pre-task 1. Read the new words by the Ss first . 2. Then check the Ss if they can read the new words by themselves correctly .if there is a mistakes ,correct . 3. Practice reading the new words .Give them 6 minutes . 4. Have a competition between boys and girls .Write the words you remembered just now on the blackboard . Page7, 1a.Do this part by the Ss first. Write the correct letter after the name of each body part on the list Play a game .All the Ss close your books ,we’ll have a instructor to say :Touch your nose /head /right ear … .Let’s see which student do it correctly and quickly .First all the Ss do this game .Then have competitions between boys and girls .5 boys and
Unit 1What's the matter?
Period 5Self Check 本单元教材以“What's the matter？”为中心话题，围绕着询问及描述“身体状况”进行学习和运用几个常见的句型：What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have a fever？No，I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes，you should.等。让学生知道怎样表达身体的不适及正确地处理生活中的一些事情。在学习过程中，学生在交流中，能促进师生之间的感情。Section A 主要学习怎样表达身体的不适并给出合理性的建议。应掌握句型：What's the matter? I have a stomachache.What should I do？等。短文“Bus Driver and Passengers Save an Old Man”介绍了一位公共汽车司机及乘客救一位老人的故事，增加了学生的阅读量。Section B安排了听、说、读、写的任务，教师在教学中应合理利用课本上的知识进行教学。 第一课时Section A(1a－2d) Teaching Key Points【教学重点】 The vocabulary： matter，throat，foot，stomach，toothache，headache，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor Target language： 1.What's the matter? I have a stomachache. 2．What should I do? Should I take my temperature? 3．I think you should lie down and rest. Teaching Difficult Points【教学难点】 Use the target language above to talk about health problems and give advice. Teaching Aids【教学工具】 an English book，a tape recorder and CAI Teaching Steps【教学过程】 ★Step 1Preview and perception【预习感知】 Ask the students to read the vocabulary and target language. 根据句意及汉语或首字母提示完成句子。 1．—What's the matter with her? —She has a very sore t______ now. 2．He ate too much，so he had a s______． 3．If you feel tired，you should l______ down and rest. 4．If you ______(咳嗽)，drink some hot tea with honey.
Unit 1 What's the matter Language Goals 【语言目标】Learn to talk about health problems and accidents and give some advice. Knowledge Goals 【知识目标】 -Key Words matter，throat，foot，stomach，toothache，headache，passenger，herself，sick，knee，hurt，hit，ourselves, accident，situation，knife，blood，mean，importance，decision，control，spirit，death，nurse Key Phrases have a stomachache，have a cold, lie down，take one's temperature，have a fever，go to a doctor，get off，to one's surprise，agree to, get into trouble，be used to，take a risk(take risks)，run out，cut off，get out of，be in control of, keep on(doing sth.)，give up Key Sentences 's the matter I have a stomachache. 2．What's the matter with Ben He has a sore back. 3．Do you have a fever No，I don't. , 4．What should I do You should take your temperature. 5．Should I put some medicine on it Yes，you should. 6．The driver saw an old man lying on the side of the road. 7．The bus driver stopped the bus without thinking twice. 8．Thanks to and the passengers，the man was saved by the doctors in time. 9．Put a bandage on it.
人教版 八年级英语上册教案汇编
Unit 1Where did you go on vacation?
本单元教材以Where did you go on vacation？为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see/buy...？和特殊疑问句Where/What/How...？询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的一般疑问句：Did you...？及不定代词的用法。Section B安排了许多听、说、读、写的任务活动，教师在教学中可以灵活运用这些活动，将其中的一些活动进行变化或整合，充分调动学生参与的积极性，提高学生的听说读写能力。 第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： anyone，anywhere，wonderful，few，most，quite a few，go on vacation Key sentences： 1.Where did you go on vacation？I went to the mountains/New York City/summer camp/the beach. 2.Did you...？Yes，I did./No，I didn't. Teaching Key Points【教学重点】 The vocabulary： New York City，Central Park，few，most，quite a few，on vacation Target language： Where did you/they/he/she go on vacation？I/They/He/She went to the mountains/New York City/summer camp/the beach. Did you...？Yes，I did./No，I didn't. Teaching Difficult Points【教学难点】 Use the target language above to talk about past events. Teaching Aids【教学工具】 An English textbook，a tape recorder，CAI or courseware.