八下U5T11.docx
- 文档编号:24915882
- 上传时间:2023-06-02
- 格式:DOCX
- 页数:12
- 大小:24.52KB
八下U5T11.docx
《八下U5T11.docx》由会员分享,可在线阅读,更多相关《八下U5T11.docx(12页珍藏版)》请在冰豆网上搜索。
八下U5T11
Unit5FeelingExcited
Topic1Youlookexcited.
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-3,4SectionB-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
第一课时(SectionA-1a,1b,1c,1d,2)
教学设计思路:
本节课主要活动为SectionA-1a和2。
本节课的课型为听说课。
教学目标的重点是系表结构的用法。
在导入部分利用师生交谈的方式让学生充分感知系表结构。
在Pre-listening环节中,通过预测1b的答案尝试使用系表结构的同时了解对话大意,降低听力的难度。
While-listening环节,重点在于听力的训练。
在多次反复听的过程中,完成由易到难的任务,同时兼顾说的训练。
Post-listening环节以语言的运用为主,同时总结系表结构的用法。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)学习并掌握新词汇
invite,film,smell,disappointed
(2)掌握感官动词,如:
look,smell,feel,sound,taste等的基本用法。
(3)能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
问候
—Howareyoudoing?
—Verywell,thankyou.
转达感谢
Pleasesaythankstoyourroom.
惋惜
Whatapity!
询问和表达个人观点和看法
Howdotheflowerssmell?
引出话题
Guesswhat!
描述感受
Youlookexcited.
2.Skillaims:
能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
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.Thekeypointsanddifficultpoints
1.Keypoints:
学生在交流中能自如地运用感官动词。
2.Difficultpoints:
感官动词的用法。
Ⅲ.Learningstrategies
1.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。
2.鼓励学生学会将词汇按词性分类,并总结归纳语法项目。
Ⅳ.Teachingaids
多媒体课件/图片
VTeachingprocedures
Stage1(1mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Greetandwarmup.
T:
Goodmorning,everybody!
Nicetoseeyouagain!
T:
Howareyoudoing?
Greetandwarmup.
Ss:
Goodmorning,Miss…Nicetoseeyou,too.
Ss:
Verywell,thankyou.
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(10mins):
Lead-in
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Collectsomepicturesoftheteachersandthestudents’holidaylifebeforeclass.Thenshowthemonthescreen.Talkaboutthepicturesusingthetargetlanguageandleadinthetopic.
T:
Howwasyourholiday?
T:
Didyougotraveling?
Wheredidyougoandwhatdidyoudo?
T:
Whatawonderfulexperience!
Ibelievethateverybodyhasaunforgettablewinterholiday.Anyway,holidayisalwaysrelaxingandpleasant.Icollectedsomepicturesofourteachersandourclassmateswhowereonholidays.Let’senjoythem.
T:
Lookatthispicture.Whoishe?
Whatishedoing?
Lookathissmilingface,hefeelsveryhappy,doesn’the?
T:
Andhowaboutthesecondone?
Whathappenedtoher?
Howdoesshelook?
T:
…
T:
Bytheway,didyouseeanymoviesinyourwinterholiday?
T:
Whatmoviesdidyousee?
T:
Really?
Iheardthatit’sawonderfulmovie.Whatapity!
Iwasn’tabletobuyatickettoit.IthinkI’llseeitnexttime.
T:
Howdidyoufeelwhenyouseethemovie…?
T:
EventhoughIfeelalittledisappointedbecauseImissedthemovie…,Isawanotherwonderfulmovienamedthesoundofmusic.Haveyouseenit?
T:
Ibelievethismoviewillmakeyoufeelpleasedandrelaxed.SoIadviseyoutoseeitifyouhavetime.
Talkaboutthepictures.
Ss:
Fine....
S1:
…
S2:
…
Ss:
Yes.
S3:
Shelooksexcited.
S4:
…
Ss:
Yes.
Ss:
Iseethemovie…
S5:
Ifeel…
Ss:
Yes/No.
利用目标语言谈论假期生活,让学生充分感知感官动词。
导入1a。
Remark:
将功能句自然地运用在师生交流中。
Stage3(5mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Askthestudentstopredicttheanswersto1b.
T:
Well,Kangkang’sparentswillinviteotherchildren’sparentstoseethismovie.Onhearingthisnews,howdotheyfeel?
Read1bfirstandyoucanguesstheanswers.
T:
Why?
T:
Howabouttheirparents?
Howdotheyfeel?
T:
Mr.Brownfeelsdisappointedbecausehecouldn’tgetatickettothemovie.Whensomedesiredeventhasnothappened,wemayfeeldisappointed.Whatthingscanmakeyoufeeldisappointed?
Predicttheanswersto1b.
S1:
Ithinktheyfeelhappy.
S2:
Ithinktheyfeelexcited.
S3:
Becausetheycanspendtheeveningtogether.
S4:
Theyfeelhappybecausetheywillgotoseethemovie.
S5:
Mygoodfrienddidn’tcometoseeme,Ifeeldisappointed.
S6:
Ifeeldisappointedbecausewefailedthisfootballgame.
通过预测1b的答案,帮助了解对话的内容,降低听力的难度。
同时练习系表结构。
Remark:
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。
Stage4(12mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Playtherecordingof1a,andasktheSstomatchthethreepartsin1b.
T:
Good!
Nowlet’slistentotheconversationin1aandmatchthethreepartsin1b.Andthenyoucancheckyourguessingwithyourpartners.
Listento1aandmatchthethreepartsin1b.Checktheanswers.
Ss:
…
由易到难设置听力任务,进行听力训练。
2(Pairwork)
Playthetaperecorderagain.
T:
Let’slistentotheconversationagain.Payattentiontotheirfeelings.Andthenyoucanaskandanswerinpairsaccordingtotheexampleof1c.
Listento1aagainandpayattentiontothepeople’sfeelings.Askandanswerinpairsaccordingtotheexampleof1c.
P1:
…
3(Individualwork)
Playthetaperecorderagain.
T:
Welldone!
Nowlet’slistenagainandyoucancompletethepassagein1d.
T:
Let’scheckyouranswers.Whowouldliketoreadthispassageforus?
Listento1aagainandcompletethepassagein1d.
S1:
…
Remark:
Stage5(12mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Groupwork)
Askthestudentstoread1a.
T:
Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndI’llasksomegroupstoreadandactitlater.
Readandpracticetheconversationingroups.
G1:
…
2(groupwork)
Drawsomepicturesoffacialexpressions(sad,excited,angry,disappointed,happyetc.)ontheBbquicklyorshowthemonthescreen.Encouragethestudentstosayoutthecorrespondingadjectives.WritedowntheadjectivesontheBb.
T:
Lookatthispicture.Howdoeshefeel?
T:
Howaboutthisone?
Howdoeshelook?
T:
Andthisone?
Showthethirdandthefifthpicturesof2.
T:
Lookatthepictures(thethirdone).Howdotheylook?
T:
Howdotheyfeel?
(thefifthone)
Showtherestpicturesin2andsomeotherpicturestheteachercollectedbeforeclass.Writedownthelinkverbsandadjectives.
T:
Lookatthesepictureandtheexample.Howdotheflowerssmell?
T:
Canyouaskandansweraccordingtothesepicturesandthewords?
Sayouttheadjectives
S1:
Hefeelssad.
S2:
Helooksdisappointed.
S3:
…
S4:
Theylookhappy.
S5:
Theyfeelexcited.
Talkaboutthepictures.
S6:
Theysmellnice.
P1:
…
巩固感官动词的用法,完成2。
为语法的总结做铺垫。
3(Groupwork)
Summarizethebasicuseoflinkingverb.
T:
Inthislessonwehavelearnedsomelinkingverbsandsomeadjectives.Canyousummarizethem?
Youcandiscussingroups.
T:
“Linkingverb+adjective”isaveryusefulstructure.Wecanuseittoexpressourfeelingsandopinions.Ihopeyoucanuseitfreelyinyourdailylife.
Summarizethebasicuseoflinkingverbingroups.
S1:
Linkingverbs:
look,feel,sound,smell,taste…
S2:
Adjectives:
happy,excited…
Remark:
鼓励学生学会将词汇按词性分类,并总结归纳语法项目。
Stage6(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.
T:
OK.Classwillbeoversoon.Nowlet’ssummarizewhatwehavelearntinthislesson.Whatdowelearnedandwhatcanyoudoafterthislesson?
T:
Whatimportantstructuredidwelearned?
T:
Yes,wecanuseittoexpressourfeelingsandopinions.Whatusefulfunctionsdidwelearned?
T:
Goodjob!
Andwealsolearnedsomekeyphrases.
SsSummarizethislesson.
S1:
Linkingverb+adjective.
S2:
—Howareyoudoing?
—Verywell,thankyou.
S3:
Guesswhat!
S4:
Really?
S5:
Soundsgreat!
S6:
Whatapity!
S7:
invitesb.todosth.
S8:
oneof+最高级+名词复数
S9:
saythanksto
S10:
aticketto
1.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。
2(Classactivity)
AssignHMK.
T:
Fortoday’shomework,I’dlikeyoutorememberthenewwordsandphrases.Pleasepractice1aand2withyourpartner.AndthenyoushouldpreviewSectionA-3,4&SectionB-1a,1b,1c.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
帮助学生分类做课堂小结,可使知识脉络清晰,有条理.
VI.Blackboarddesign
第一课时(SectionA-1a,1b,1c,1d,2)
1.-Howareyoudoing?
-Verywell,thankyou.
2.linkingverb+adjective
3.Guesswhat!
4.invitesb.todosth.
5.oneof+最高级+名词复数
6.preparesth.forsb.
7.saythanks/hello/sorry/goodbyetosb.
8.aticketto…
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- U5T11
![提示](https://static.bdocx.com/images/bang_tan.gif)