八下U5T1(p3)

1、Unit5 Feeling ExcitedTopic1 You look excited.教學(xué)內(nèi)容分析及課時分配建議：本單元以Feeling Excited 為主題。第一話題通過Kangkang和朋友們談?wù)撍麄兊母改敢约癕r.Brown去看電影的相關(guān)事件，學(xué)習(xí)問候、轉(zhuǎn)達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法，如：You look excited.和How does the music sound?同時，還學(xué)習(xí)相關(guān)情緒和感受的形容詞。如：lonely, frightened, worried, interested, upset, surprised等，并通

2、過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事， 對本話題所學(xué)內(nèi)容實行真實的應(yīng)用。本話題建議用5個課時來完成。第一課時：Section A-1a, 1b, 1c, 1d, 2第二課時：Section A-4,3 Section B-1a,1b,1c第三課時：Section B-2a,2b,3,4a,4b第四課時：Section C-1a,1b,1c,2a,2b,3第五課時：Section D-Grammar and Functions, 1, 2a, 2b, Project第三課時（Section B-2a,2b,3,4a,4b）教學(xué)設(shè)計思路：本節(jié)課主要活動為Secti

3、on B-2a，2b，3。以詞匯和語音語調(diào)的學(xué)習(xí)為主。復(fù)習(xí)導(dǎo)入仍以系動詞的基本用法為主，以師生討論的方式復(fù)習(xí)情緒形容詞的用法，引出形容詞的概念。學(xué)生總結(jié)情緒形容詞，教師板書并分類。接下來進入Section B-2a的學(xué)習(xí)。學(xué)生觀察2a的詞匯，歸納構(gòu)詞法。教師鼓勵學(xué)生說出更多類似的詞匯，補充板書。在鞏固環(huán)節(jié)利用剛剛總結(jié)的形容詞的分類及用法知識完成2b和3的練習(xí)。在語音和語調(diào)環(huán)節(jié)完成4a和4b的教學(xué)活動，鼓勵學(xué)生總結(jié)ed的發(fā)音。注意語音，語調(diào)和連讀。. Teaching aims1. Knowledge aims：準確使用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。2. Skill aims：

4、（1）學(xué)會觀察，分組記憶單詞，并準確掌握-ed結(jié)尾的形容詞和-ing結(jié)尾的形容詞在用法上的區(qū)別。（2）掌握-ing和-ed在詞尾的讀音，及此類單詞的重音位置。（3）能在朗讀中準確讀出連讀和句子的語調(diào)，并能區(qū)分并讀準需要重讀的實詞。3. Emotional aims：4. Culture awareness. The key points and difficult points1. Key points：（1） linking verb+ adjective（2）準確使用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。2. Difficult points：（1）對以-ed結(jié)尾的形容詞和以-in

5、g結(jié)尾的形容詞的理解。（2）對句子中重讀詞的準確把握。. Learning strategies1. 對同一詞根的詞的成組理解記憶有助單詞記憶速度的提升和對詞義的理解。2. 通過跟讀錄音，讓學(xué)生知道模仿讀音是修正自己讀音的很好的學(xué)習(xí)途徑。. Teaching aids多媒體課件/圖片V Teaching proceduresStage 1(5mins)：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Class activity)Greet as usual a

6、nd then show some proverbs.T：Good morning, boys and girls.T： How are you doing?T： Im fine, thank you. Ill show some proverbs to you. And I hope you can learn them by your heart.Lets read them first.1.Tomakeyourdreamcometrue,youhavetostayawake.2.Appearancesaredeceitful.(以貌取人常有錯。)3.Extremesaredangerou

7、s.（凡事走向極端總是危險的。）4.Imaginationismoreimportantthanknowledge.5.Thetruthisalwaysgreen.T： Can you understand these proverbs? Try to guess their meaning, please. T: You got the right meanings. You know, proverbs are the daughters of daily experience and wisdom of people. I hope you can collect more prover

8、bs, remember them and try to use them in our daily life and in your compositions. Now watch the proverbs carefully. You may find all these proverbs have a useful structure. What is it?T: Yes, you got it.Greet as usual and then read and learn some proverbs.Ss: Good morning, MissSs:Very well, thank yo

9、u. And you?Ss:S1: Yes. The first one means要使夢想成為現(xiàn)實，你就得醒著。S2:S3: It is “l(fā)inking verb + adjective”.以學(xué)習(xí)諺語導(dǎo)入不僅是為了增加學(xué)生的詞匯量和豐富學(xué)生的英語知識，同時要求學(xué)生觀察這幾個諺語，總結(jié)他們的共同點系表結(jié)構(gòu)，從而導(dǎo)入本節(jié)課的內(nèi)容。所選諺語如果學(xué)生不能確切理解，教師要進行解釋。Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學(xué)習(xí)英語的氛圍并使學(xué)生靜下心來，開始新的學(xué)習(xí)。可以采用多種方式，如唱歌、游戲、值日報告、自由討論等。Stage 2（3mins)： RevisionStepTeacher activit

10、yStudent activityDesigning purpose 1(Class activity)Show some situations.T:Lets review the structure “l(fā)inking verb + adjective”.How do you feel when your pet dies?T: How do you feel when you havea temperature?T: How will she look when a girl is listening to wonderful music?T: How does he seem when a

11、 man lost his phone.T: How does the food smell when it goes bad?T:Make sentences according to the situations.S1:I feel sad.S2: I feel terrible.S3: She looks happy.S4: He seems very worried.S5: It smells terrible.Ss:引導(dǎo)學(xué)生用描述情感的詞匯回答，復(fù)習(xí)感官動詞的基本用法。Remark：可以選擇其他的方式復(fù)習(xí)系表結(jié)構(gòu)。如：把習(xí)題呈現(xiàn)在白板上，讓學(xué)生英漢互譯或者用系動詞及形容詞填空；利用圖

12、片和提示詞造句等。Stage 3（15mins)： PresentationStepTeacher activityStudent activityDesigning purpose1(Group work)Encourage the students to summarize the emotional adjectives and write them on the Bb.T:You did quite well. Now lets work in groups and have a contest. Write down the emotional adjectives as many

13、as possible. The group which writes the most will be the winner. Lets begin!T: How many words have you written down? You can read them and Ill write them on the Bb.T: Well, It seems that Group 1 got the most adjectives. Congratulations!summarize the emotional adjectives.Ss:.S1: happy, excited, sad.學(xué)

14、生總結(jié)學(xué)過的表達情緒的形容詞， 為下一個任務(wù)做準備。2(Individual work)Encourage the students to observe the words and sum up their different forms and usages.T: Maybe you have found that I had sorted the adjectives in groups on the Bb. Now lets add more adjectives. Please read the words in 2a and pay attention to the underli

15、ned parts. Can you sum up their different forms and usages?T: Good. You observed very carefully. But whats the difference in usages between them?T: You did a good job. You have almost got it. Ill explain it in Chinese. Please take a note.以 “-ed” 結(jié)尾的形容詞表示“感到的”，其主語是人，在句中作表語或定語；以“-ing”結(jié)尾的形容詞表示“令人的”，其主語

16、多為事物一類的名詞，在句中作表語或定語。T:Can you think of more adjectives like this?T: Ill give you more verbs. Can you say out the corresponding adjectives?T：satisfy（使?jié)M意）T: amaze（使驚訝）T: puzzle （迷惑）T: Good! Can you make sentences with these adjectives on the Bb?T: Good sentences! Students observe the words and sum up

17、their different forms and usages.S1: The first word in each group is verb. And the others are adjectives. The second word in each group ends with -ing. And the last one ends with -ed. S2:Maybe the adjectives ends with -ing is used to describe a thing. But the adjectives ends with -ed is used to desc

18、ribe peoples feelings. I cannot explain it exactly.S3：surprisesurprisingsurprisedS4: tire tiring tiredS5: move moving movedS6: frighten frighteding frightenedS7:.S8: satisfying（令人滿意的） satisfied（感到滿意的）S9: amazing（令人驚訝的） amazed（感到驚訝的）S10: puzzling（令人迷惑的） Puzzled（感到迷惑的）S11:Im tired because this work is

19、 tiring. S12: This story is moving. Im moved.S13:.總結(jié)以-ing結(jié)尾和以-ed結(jié)尾的形容詞的構(gòu)成及用法。教會學(xué)生分類記憶單詞的策略。為2b和3的聽力活動做準備。3(Class activity)Play the tape recording of 2a.T: Now lets read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check.Read the words in 2a, paying attent

20、ion to the stress and the underlined parts. Then listen and check.Remark：教師在板書形容詞時要注意分類。教會學(xué)生分類記憶單詞。Stage4（10mins)： Practice and consolidationStepTeacher activityStudent activityDesigning purpose:1(Individual work)Finish 2b and check the answers.T: I think you have learned the usages of the adjective

21、s very well. Please fill in the blanks with the correct forms of the given words in 2b. T: Have you got the answers? T: Lets check your answers. Who can read the conversation for us?Work alone and fill in the blanks in 1b.Ss:.Ss: Yes.P1:.完成2b習(xí)題，鞏固以-ing結(jié)尾和以-ed結(jié)尾的形容詞的用法。1(Individual work)Read 3 and pr

22、edict the answers before listening. T: What happened to Michael according to the conversation in 2b?T: Will Mr. Brown be excited? T: Yes, I agree with you. Next, you will listen to a passage about how everything goes. But before listening, lets read the sentences in 3. Please predict the answers. Ca

23、n you guess the part of speech of the answers?T: You are rgtht. Now guess the answers,please.T: You are so smart. Your guessing are reasonable.Read 3 and predict the answers before listening. S1: He has got a bad cold so his mother will stay at home with him and cant go to see the film The Sound of

24、Music. Michael will give the ticket to Mr. Brown.S2: Yes, I think so. But I think he must be sorry for Michael.Ss: They are adjectives.S3: The first one may be happy or excited.S4: The second one may be beautiful.S5: The third one may be happy or excited.S6: The fourth one maybe happy and sorry.S7:

25、The fifth one may be nice and delicious.聽力練習(xí)之前預(yù)測答案。2(Individual work)Play the tape recording of 3.T: Lets listen to the passage and complete the sentences. And then you can check your answer with your partners.T: Have you got the answers? Who would like to read these sentences for us?Listen to 3 and

26、 check the answers.Ss:.S1:.Remark：預(yù)測聽力答案時可提醒學(xué)生從文意，詞性等方面進行預(yù)測。Stage 5（9mins)： PronunciationStepTeacher activityStudent activity Designing purpose1(Class activity )Play the recording of 4a. T: Your spoken English is almost good. But just as you know, a good English learner should always pay attention t

27、o his pronunciation. So lets learn more about it. First, listen to the tape and find how the combined letters “ed”pronounces.T: Can you sum up the pronuncing rules? You can discuss with your partners.T: Great! You did better than I believe. Can you think more words like this?T: Good job! Now read th

28、e words loudly after the tape. Please try to imitate. Listen and read the words aloud, paying attention to the sounds of the underlined letters. Try to find the rules and add more words. And then listen and try to imitate.S1: The combined letters “ed”pronounces /t/, /d/ and /d/.S1: “ed” pronounces /

29、t/ after an unvoiced consonant. But it pronounces /d/ after an voiced consonant. And it pronounces /d/ after “t” and “d”.S2: inveted, frighteded, worried, interested,認真聽錄音，大單開口，反復(fù)模仿。2(Class activity)The teacher lets the students readthe sentences in the box in 4b. Askthem to pay attention to the str

30、ess,liaison and intonation. Tell themto stress the content words such asnouns, verbs, adjectives andinterrogative words.T:You know, the stress and liaison are also important in your pronunciation. Look at the sentences in the box in 4b. The semicolon “”is the sign of stress and“”is the sign of liais

31、on. First you can read by yourselves and pay attention to the stress and liaison and intonation.T: OK, now lets listen to the tapeand try to imitate. You shouldstress the content words such asnouns, verbs, adjectives andinterrogative words.T: Good! Now lets choose thecorrect sentences in the box tocomplete the conversation.T:I think you can read it correctlyand fluently. Which pair would liketo read the conversation for us?T: Good job! Read the sentences in the boxin 4b, paying att