仁愛(ài)英語(yǔ)-八年級(jí)教案下冊(cè)-比較詳細(xì)全面

2014-2015學(xué)年度仁愛(ài)英語(yǔ)八年級(jí)下冊(cè)教案八年級(jí)英語(yǔ)XX中學(xué)XXX2014-2015學(xué)年度第一學(xué)期八年級(jí)上冊(cè)英語(yǔ)教學(xué)工作計(jì)劃一、指導(dǎo)思想秉承以人為本、執(zhí)教為民的重要指導(dǎo)思想，全面貫徹新時(shí)期的教育方針，全面落實(shí)區(qū)教育局、鎮(zhèn)中心校關(guān)于教育教學(xué)的各項(xiàng)任務(wù)和要求抓好常規(guī)教學(xué)工作，大力推進(jìn)教改實(shí)驗(yàn)，開(kāi)展校本教研，轉(zhuǎn)變教師教育教育教學(xué)觀念，改革教學(xué)模式和學(xué)生學(xué)習(xí)方式，積極推進(jìn)素質(zhì)教育，進(jìn)一步加強(qiáng)科學(xué)管理，不斷提高教育教學(xué)質(zhì)量。二、教材分析1、教學(xué)內(nèi)容本冊(cè)教材共分四大單元，且每個(gè)單元又分為三個(gè)話題，每個(gè)話題分為四小節(jié)，每個(gè)模塊由單元-話題-功能-任務(wù)構(gòu)成，編寫思路清晰，符合學(xué)生認(rèn)知和發(fā)展規(guī)律。每個(gè)話題按四個(gè)小節(jié)同時(shí)按聽(tīng)說(shuō)讀寫的語(yǔ)言進(jìn)行編排。Unit5FeelingExcitedTopic1:Youlookexcited.Topic2:I’mfeelingbetternow.Topic3:Manythingscanaffectourfeelings.Unit6EnjoyCyclingTopic1:We’regoingonathree-dayvisittoMountTai.Topic2:HowaboutexploringTian’anmenSquare?Topic3:Bicycleridingisgoodexercise.Unit7:FoodFestivalTopic1:We’repreparingforafoodfestival.Topic2:I’mnotsurewhetherIcancookitwell.Topic3:Icookedthemostsuccessfully.Unit8OurClothesTopic1:Wewillhaveaclassfashionshow.Topic2:Wecandesignourownuniforms.Topic3:Hesaidthefashionshowwaswonderful.2、目標(biāo)要求培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫，同時(shí)把學(xué)習(xí)由課內(nèi)拓展到課外，進(jìn)一步提高學(xué)生的自學(xué)能力和跨學(xué)科學(xué)習(xí)的能力。3、教學(xué)重難點(diǎn)及關(guān)鍵一般將來(lái)時(shí)，一般過(guò)去時(shí)，過(guò)去進(jìn)行時(shí)是本期教材的重點(diǎn)和難點(diǎn)，另外還有一部分句型，關(guān)鍵是讓學(xué)生學(xué)會(huì)運(yùn)用。4、地位、作用和前后聯(lián)系本期教材在初中整個(gè)教材中的重要過(guò)渡作用，八年級(jí)是七年級(jí)教材的鞏固和延伸，又是九年級(jí)教學(xué)知識(shí)的基礎(chǔ)內(nèi)容，學(xué)好本冊(cè)教材對(duì)于鞏固舊知識(shí)，學(xué)好新知識(shí)起著重要作用。5、課時(shí)安排本學(xué)期教材共安排105課時(shí)左右。6、教學(xué)方法根據(jù)本期教材的編排特點(diǎn)，再加上學(xué)生學(xué)習(xí)英語(yǔ)的實(shí)際，本期大部分課堂采用“愉快式”的教學(xué)方式。二、學(xué)生分析本學(xué)期擔(dān)任八（三）、八（四）兩班，通過(guò)對(duì)學(xué)生的了解和分析，學(xué)生的英語(yǔ)成績(jī)不是很好，同時(shí)兩級(jí)分化嚴(yán)重，但大部分學(xué)生的英語(yǔ)基礎(chǔ)薄弱，且對(duì)英語(yǔ)不感興趣，有的甚至因?yàn)槔щy二產(chǎn)生厭倦心理……由于以上種種原因，于是對(duì)自己的教學(xué)做出針對(duì)性與因材施教的有力結(jié)合，不僅要對(duì)學(xué)生樹立信心，更要讓他們有信心，同時(shí)加強(qiáng)對(duì)差生的輔導(dǎo)，交給他們一些學(xué)習(xí)的技巧與方法。三、提高教學(xué)質(zhì)量的具體方法和措施1、開(kāi)學(xué)初制定出教學(xué)工作計(jì)劃，深入了解課程標(biāo)準(zhǔn)，系統(tǒng)研究本學(xué)期教材。2、把握好本教材在知識(shí)與能力過(guò)程與方法情感態(tài)度與價(jià)值觀三維目標(biāo)上的要求。3、培養(yǎng)學(xué)生自主式、合作式、探究式的學(xué)習(xí)能力，幫助學(xué)生學(xué)習(xí)上的困難。4、探究學(xué)習(xí)方式，做好教研教改，做好課外輔導(dǎo)。5、認(rèn)真?zhèn)浜妹恳还?jié)課，精心設(shè)計(jì)每節(jié)課，是學(xué)生在娛樂(lè)中學(xué)習(xí)。四、教研改革的主要內(nèi)容：為了較好的完成教學(xué)工作，我們根據(jù)教材編寫的特點(diǎn)和教學(xué)目標(biāo)工作目標(biāo)，改進(jìn)我們的教法，學(xué)習(xí)方式。在每周會(huì)進(jìn)行科研活動(dòng)，教師之間探討好的教學(xué)方法，共同研究教材重點(diǎn)難點(diǎn)，討論學(xué)習(xí)過(guò)程中出現(xiàn)的困難問(wèn)題，教師之間互相交流合作，為完成教學(xué)任務(wù)做好準(zhǔn)備，對(duì)學(xué)生的學(xué)習(xí)與教學(xué)的方法也有很大的改進(jìn)，把以前的接受式學(xué)習(xí)變成學(xué)生之間的自主合作學(xué)習(xí)和探究式學(xué)習(xí)，成立興趣小組，培養(yǎng)合作意識(shí)，培養(yǎng)合作意識(shí)，增強(qiáng)班級(jí)榮譽(yù)感和上進(jìn)心。五、教學(xué)進(jìn)度安排2013——2014學(xué)年度第一學(xué)期八年級(jí)英語(yǔ)學(xué)科教學(xué)進(jìn)度表本學(xué)期實(shí)際上課16周，共160節(jié)課。其中講新課120節(jié)，復(fù)習(xí)考試10節(jié)，機(jī)動(dòng)10節(jié)。進(jìn)度如下：周次起止日期章節(jié)或課題主要作業(yè)備注1Unit5Topic1Recite1as2Unit5Topic2writing3Unit5Topic3Doexercises4SumupUnit1ReviewUnit15Unit6Topic1Recite1as6Unit6Topic2writing7Unit6Topic3Doexercises8ReviewUnit5-Unit69五一假期10Unit7Topic1Recite1as11Unit7Topic2writing12Unit7Topic3Doexercises13SumupUnit714Unit8Topic1Recite1as15Unit8Topic2writing16Unit8Topic3Doexercises17期末復(fù)習(xí)18期末考試Unit5FeelingExcitedTopic1Youlookexcited.SectionAⅠ.Materialanalysis本節(jié)課為話題的第一節(jié)課，建議用1課時(shí)上完。主要活動(dòng)為1a和3。本課通過(guò)Jane詢問(wèn)Kangkang興致勃勃的原因，引出對(duì)話的主題：描述情緒與表達(dá)情感。對(duì)話呈現(xiàn)了本課所要學(xué)的語(yǔ)法重點(diǎn)：linkingverb+adjective,并呈現(xiàn)了新出現(xiàn)的短語(yǔ)：invitesb.todosth.,復(fù)習(xí)了已學(xué)過(guò)的重點(diǎn)短語(yǔ)preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.和aticketto…的用法，同時(shí)在對(duì)話中呈現(xiàn)了交際功能用語(yǔ)：Howareyoudoing?Verywell,thankyou.Guesswhat!和Whatapity!幫助學(xué)生學(xué)會(huì)如何表達(dá)和描述情緒。通過(guò)Kangkang的父母邀請(qǐng)Jane,Maria和Michael的父母去看電影TheSoundofMusic,把小伙伴們留在家里小聚，以及Ｍr.Brown沒(méi)有買到TheSoundofMusic的票引出描述情緒的相關(guān)詞匯和表達(dá)。要求學(xué)生在學(xué)會(huì)課本語(yǔ)言知識(shí)的同時(shí)，培養(yǎng)他們的互助互愛(ài)的精神，在能夠正確處理個(gè)人情緒的同時(shí)幫助他人排解不良的情緒。Ⅱ.TeachingaimsKnowledgeaims：1.學(xué)生能正確拼讀并運(yùn)用以下詞匯：(1)單詞表中的黑體單詞invite(2)連系動(dòng)詞：be,look,feel,taste,smell和sound(3)描述情緒的形容詞：excited,happy和disappointed2.學(xué)生能正確運(yùn)用以下短語(yǔ)造句：invitesb.todosth.preparesth.forsb.saythanks/goodbye/hello/sorrytosb.aticketto…3.學(xué)生能自如地運(yùn)用以下功能句進(jìn)行交流：Howareyoudoing?Verywell,thankyou.Guesswhat!Whatapity!Skillaims：1.能聽(tīng)懂有關(guān)情緒的詢問(wèn)與表達(dá)的簡(jiǎn)單對(duì)話和陳述。2.能正確地運(yùn)用本課的交際功能用語(yǔ)問(wèn)候或表達(dá)情緒。3.能正確朗讀課本的有關(guān)情緒描述的文本材料及難度相當(dāng)?shù)牟牧稀?.能正確地運(yùn)用本課連系動(dòng)詞加形容詞作表語(yǔ)的語(yǔ)法結(jié)構(gòu)，以及交際功能語(yǔ)言寫出簡(jiǎn)單的問(wèn)候和詢問(wèn)情緒的對(duì)話。Emotionalaims：通過(guò)對(duì)SectionA的學(xué)習(xí)，學(xué)生能夠在學(xué)會(huì)描述和表達(dá)自己情緒的同時(shí)，學(xué)會(huì)控制不利于自身的消極情緒，并且能夠?qū)W會(huì)關(guān)注他人的情緒，在別人情緒低落時(shí)主動(dòng)幫助排解不良的情緒，互助互愛(ài)。Ⅲ.ThekeypointsanddifficultpointsKeypoints：學(xué)生在交流中能自如地運(yùn)用系表結(jié)構(gòu)和以下短語(yǔ)：

invitesb.todosth.

preparesth.forsb.

saythanks/goodbye/hello/sorrytosb.

aticketto…Difficultpoints：

1.學(xué)生對(duì)功能用語(yǔ)Howareyoudoing?的理解。2.描述他人情緒時(shí)連系動(dòng)詞正確形式的運(yùn)用。Ⅳ.Learningstrategies通過(guò)聽(tīng)力訓(xùn)練，鼓勵(lì)學(xué)生通過(guò)圖片和形容詞的感情色彩大膽預(yù)測(cè)即將聽(tīng)到的內(nèi)容，對(duì)所要完成的題目進(jìn)行初步的判斷。Ⅴ.TeachingaidsComputermultimediaprojector,theflashofthesong,DoReMi.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Pairwork.1.Focustheirattentionontheteacher.2.Studentsdescribetheirownfeelings:Yes,weareveryhappy.3.Studentsobservethepictureandanswerthequestion:Yes,theydo.4.accordingtothegivenpictures,wordsandtheexampleonthescreen.Picture2:-Ittastesdelicious.Picture3:-Howdotheylook?-Theylookhappy.Picture4:--Itsoundswonderful.Picture5:-Howdotheyfeel?-Theyfeelexcited.1.GreetthestudentsandTheteacherplaystheflashofthesong,DoReMi.2.iftheyarehappytoseeeachotherafterthewinterholiday.3.pictureof2onthe4.andtheexampleof2onthescreenonebyone.Letthestudentsasktotheexample.Letthetheverbs.Finish2.(Theteachercandividethestudentsintofourgroups.Thentellthestudentsthattheycangetonepointortwopointsorthreepoints…whentheyanswerthequestionsorstudentscanget1pointwhentheyanswerthesamequestionormakeupsimilarconversations.)Presentation(10minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.Thewholeclasswork.6.Thewholeclasswork.1.Observethepictureof1aandanswerthequestion.2.understandwhatthestatementsmean.3.Studentstrytofindoutthewordsexpressingfeelingsandhavetheirownanswerswithoutwatchingtheflash.4.ideaofthedialogueandmatchthethreepartstomakecorrectsentences.5.forthesecondtime,payingattentiontothepauses.6.Volunteersreadtheanswers.Checktheanswersandcorrectthewrongparts.7.BecauseKangkang’sparentswanttoinvitehisfriends’parentstogotothemovies,andtheycanspendtheeveningatKangkang’shouseandenjoysomedeliciousfoodthere.1.AskthestudentstoandMichaellookexcited?Leadtothe2.Theteacherasksthestudentstoreadthestatementsin1b.3.Theteacherasksthestudentstoreadthepartsfirstlyandthengiveajudgment.4.Theteacherplaystheflashof1aforthefirsttimewithoutstopping.Letthestudentslistentoandmatchthethreepartsof1b.5.Theteacherplays1aforthesecondtime,stoppingwhennecessary.6.Asktwostudentstotellanswersto1b.7.MariaandMichaellooksoexcited.Explaintheapictureofhavingdinner.1.Pairwork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Groupwork.7.1.on1b.2.Read1aandcompletethepassagein1d.3.Volunteerswritethe4.Studentsreadtheconversationaftertherecordingsentencebysentence.5.Studentstrytofollowthespeed,payingattentiontothepronunciationandintonation.6.Studentsreadtheconversationbythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.7.Studentsunderlinethelanguagepointsintheirbooksandmakesomenotes.1.Theteacherletsthestudentsaskandanswerquestionsinpairsbasedon1b.Finish1c.2.toread1aandcompletethepassage.1d.3.correctthewrongwords.4.Theteacherplaystherecordingsentencebysentence.5.Theteacherplaysthe6.Theteacher7.Practice1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Groupworkwork.6.Thewholeclasswork.7.Pairwork.Studentslookatthepicturesandguessthefeelingsofthepeopleinpictures3.StudentslistentoandfinishAin3first.Studentschecktheanswers.4.Studentswritedowntheiranswersintheirbooks.5.S6.7.inpairsbasedon3.Example:-feel?-Shefeelsangry.Theteacher2.Theteacherplaystherecording.3.Lettwoorthreestudentstelltheiranswers.4.Theteacherplaystherecordingandpausesaftereachconversation.5.Theteacherplaystherecordingthethirdtimewithoutstopping.6.Theteacherchecksthestudents’answers,askingfourstudentsfromeachgrouptoshowtheirTheteachercorrectsthewrongparts.Payattentiontotheformofthelinkingverbs.7.Letthestudentsaskandanswerquestionsinpairsbasedon3.Givesuitablepointstoeachgroup.Production(7minutes)2.Thewholeclasswork3.Thewholeclasswork.4.Thewholeclasswork.5.Individualwork.1.Studentsmakeuptheconversations,usingthelinkingverbsandtheadjectives.-Howareyoudoing,Mike?--Becausewewillgotothemoviesthisafternoon.2.Thestudentsactoutinpairs.3.Learntocareforothers’feelings.4.StudentssummarizeSectionAwiththeteacher.5.Studentsfinishafterclass.(1)afterclass.(2)Studentswriteapassageaccording(3)Bafterclass.1.Theteacherorganizesthestudentstomakeuptheconversations,usingthelinkingverbsandtheadjectivesin4inpairs.Helpstudentstoreviewthewaysoftousemoreexpressions.2.LetthestudentsshowtheirownproductionsbyTheteachergivessuitable3.Theteachersumsupthestudents’conversations.Teachthemtocareforothers’feelings.4.Theteachershowsthesummarytothestudents.5.Theteacherassignshomework:(1)Reviewthesummaryafterclass.(2)Askstudentstowriteapassageaccordingtotheconversationin1aandreadittothewholeclasstomorrow.(3)class.TeachingReflectionIt’seasyforthestudentstounderstandthestructureof“l(fā)inkingverb+adjective”.Butit’salittlehardforthestudentstousethecorrectformofthelinkingverbsintheirownconversations.Teachershoulddesignmoreoralpracticeforthestudents.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionAUnit5FeelingExcitedTopic1Youlookexcited.SectionBⅠ.Materialanalysis本節(jié)課建議用兩課時(shí)上完。主要活動(dòng)為1a和2a。本課通過(guò)Steve詢問(wèn)KangkangMr.Brown不高興的原因，繼續(xù)談?wù)摫驹掝}的主題：描述情緒與表達(dá)情感。重點(diǎn)呈現(xiàn)本話題所要學(xué)的語(yǔ)法重點(diǎn)：linkingverb+adjective,并呈現(xiàn)了新出現(xiàn)的連系動(dòng)詞seem,復(fù)習(xí)了用love,favorite和like…best表示喜好，同時(shí)在對(duì)話中復(fù)習(xí)了交際功能用語(yǔ)：What’sthematterwith…?在2a中讓學(xué)生觀察學(xué)會(huì)分組記憶單詞，并正確掌握以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞的用法上的區(qū)別。要求學(xué)生在學(xué)會(huì)課本語(yǔ)言知識(shí)的同時(shí)，在閑暇時(shí)間有健康向上的個(gè)人愛(ài)好，陶冶情操，提高個(gè)人的自身修養(yǎng)，并培養(yǎng)他們的互助互愛(ài)的精神，在能夠正確處理個(gè)人情緒的同時(shí)幫助他人排解不良的情緒。Ⅱ.TeachingaimsKnowledgeaims：1.讀和句子的語(yǔ)調(diào)，并能區(qū)分出和讀準(zhǔn)需要重讀的實(shí)詞。2.學(xué)生能正確拼讀并運(yùn)用單詞表中的黑體單詞seem,并正確運(yùn)用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。3.學(xué)生能正確運(yùn)用“l(fā)inkingverb+adjective”結(jié)構(gòu)造句。4.學(xué)生能自如地運(yùn)用系表結(jié)構(gòu)的句子進(jìn)行交流來(lái)談?wù)撉榫w。Skillaims：1.能聽(tīng)懂有關(guān)情緒的詢問(wèn)與表達(dá)的簡(jiǎn)單對(duì)話和陳述。2.能正確地運(yùn)用帶有系表結(jié)構(gòu)的句子表達(dá)情緒，能自如地就個(gè)人喜好的話題進(jìn)行交流。3.能正確朗讀課本的有關(guān)情緒描述的文本材料及難度相當(dāng)?shù)牟牧稀?.能正確地運(yùn)用本課連系動(dòng)詞加形容詞作表語(yǔ)的語(yǔ)法結(jié)構(gòu)，以及交際功能語(yǔ)言寫出簡(jiǎn)單的問(wèn)候和詢問(wèn)情緒的對(duì)話。Emotionalaims：通過(guò)對(duì)SectionB的學(xué)習(xí)，鼓勵(lì)學(xué)生在閑暇時(shí)間多參加積極健康的文體活動(dòng)，開(kāi)闊視野，陶冶情操，提高個(gè)人的自身修養(yǎng)，并能培養(yǎng)他們樂(lè)觀向上的精神，有助于排解不良的情緒。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.linkingverb+adjective2.正確運(yùn)用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。Difficultpoints：的形容詞和以-ing結(jié)尾的形容詞的理解。中需重讀的詞的正確把握。Ⅳ.Learningstrategies1.對(duì)同一詞根的詞的成組理解記憶有助單詞記憶速度的提高和對(duì)詞義的理解。2.通過(guò)模仿錄音重讀，連讀和語(yǔ)調(diào)，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。Ⅴ.TeachingaidsComputermultimediaprojector,phoneticsyllablecards,wordcards.Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（8minutes）1.Thewholeclasswork.2.Groupwork.3.Groupwork.4.Thewholeclasswork.1.Focustheirattentionontheteacher.2.3.StudentsdiscussinMaybehedidn’thaveatickettoTheSoundofMusic.4.of“seem”withthehelpofthepicture.1.GreetthestudentsandPlaytheflash,DoReMi.2.Askfourstudentsfromdifferentgroupstoreadthepassagetheyhavewrittenaccordingto1aofSectionA.Givesuitablepointstoeachgroup.3.Letthestudentsobservethepictureof1aandguess:WhydoesMr.Brownlookunhappy?4.Theteacherpointsatthepicture,indicating“Mr.Brownlooksunhappy.Heseemsunhappy.”Presentation1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Individualwork.Thewholeclasswork7.ThewholeclassThewholeclasswork.Thewholeclasswork.1.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentstrytocatchthegeneralideaoftheconversation.3.Studentsmark“T”or“F”.4.Studentscorrecttheiranswerswhilereading.5.Volunteerswritetheir6.Studentsanswerthequestion:Becausehecouldn’tgetatickettoTheSoundofMusic.7.Read1acarefullyandfindoutallthe8..9.aboutCatsandAvatar.1.Finish1b.Theteacherasksthestudentstoreadthestatementsin1b.2.Theteacherplaystherecordingforthefirsttimewithoutstopping.3.Theteacherplaystherecordingforthesecondtime.4.Theteacherletsstudentsread1acarefullyandcheck1b.5.Check1b.Theteacheraskstwostudentstotellthewrongones.6.Theteacherletsthestudentschecktheirguessing:WhydoesMr.Brownseemunhappy?7.read1aandfindoutallthe“l(fā)inkingverb+adjective”structures.8.tothestudents’telling:seemunhappyfeeldisappointedbeinteresting/funbeboringbeexciting9.Showsomepicturesofthemsimply.1.Thewholeclasswork.2.Thewholeclasswork.3.Groupwork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclasswork.1.Studentsreadthedialogueaftertherecordingsentencebysentence.2.Studentstrytofollowthespeed.3.Studentsfinish1cingroupsofsix.Eachofthefivestudentsretellsasentenceof1aaccordingtothekeypoints.Thenthesixthstudentlinksthemtogethertoformapassage.4.Studentsreadthewordsin2a.5.Studentslistento2aandchecktheirpronunciations.6.Studentsobservethewordsandsumuptheirdifferentformsandusages.7.Makethenote:“-ed”形容詞表示“感到……的”，其主語(yǔ)是人，在句中作表語(yǔ)或定語(yǔ)；“-ing”形容詞表示“令人……的”，其主語(yǔ)多為事物一類的名詞，在句中作表語(yǔ)或定語(yǔ)。1.Theteacherplaystherecordingof1asentencebysentence.2.Theteacherplaysthe3.Theteacherasksthestudentstofinish1c.Givesuitablepointstoeachgroup.4.Theteacherasksthestudentstoreadthewordsin2a.Remindthemtopayattentiontothestressandtheunderlinedparts.5.Theteacherplaystherecordingof2a.6.Theteacherasksthestudentstoobservethewordsandsumuptheirusages.7.Theteachersumsuptheusagesoftheadjectivesendedwith–edand–ing.Practice1.Individualwork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.work.7.Thewholeclasswork.8.Thewholeclasswork.9..11..12.Pairwork.3.Studentstrytocatchthegeneralideaofthepassage.4.Studentscompletethesentences.5.Volunteerswritetheir6.Volunteersreadthephonetics.7.Studentscorrecttheirpronunciationwhiletheteacherisreading.8.Studentsreadthephoneticsandthegivenwordsin4aand9.Studentsreadthewordsonthecards.10.Readthesentencesintheboxin4b.11.Studentsreadaftertheteacher.12.Studentsfinish4binpairsandpracticeitwiththeirpartners.3.Theteacherplaystherecordingof3forthefirsttimewithoutstopping.4.Theteacherplaysthe5.Check3.Theteacherasks.6.cards/t/,/d/and/Id/.7.Theteacherpronounces/t/,/d/and/Id/.8.readthephoneticsandthegivenwords,andthenasksthemtofindouttherulesforspelling.9.Theteachershowsthe10.Theteacherletstheliaisonandintonation.Tellthemtostressthecontentwordssuchasnouns,verbs,andinterrogativewords.11.Theteacherreadsthesentencesof4b.12.TheteacherletsstudentsFinish4b.Production2.Thewholeclasswork.3.Thewholeclasswork.4.Individualwork.1.Studentsactouttheconversationof1aingroupsoffour.2.Thinkaboutandsayoutlinkingverbsandadjectivesasmanyaspossible.3.Studentssumupthemainpoints.4.Studentsfinishtheirhomeworkafterclass.(1)(2)(3)aboutofMusic.(4)PreviewSectionC1.Theteacherasksthestudentstopreparetheconversationof1aingroupsoffour.afteracting.Encouragethemtohavegoodhobbiesintheirfreetimeandcareforothers.2.Theteacherorganizesthegame:BrainStorms.Letthestudentssayoutmoreinoneminute.Givesuitablepointsafterthat.3.tosumupthemainpointsoftoday’slesson.Thenteachergivessummary4.Theteacherassignshomework:(1)Makeupsentenceswiththelinkingverbsandadjectivesthe(2)Reviewthesummaryafterclass.(3)SearchtheInternetforthemovie,TheSoundofMusic.(4)PreviewSectionCTeachingReflectionStudentsunderstandthestructureof“l(fā)inkingverb+adjective”wellandtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercisesabouttheusagesofadjectivesendedwith–edand–ing.TheyareveryinterestedinthemovieTheSoundofMusicafterlearningSectionAandB.It’shelpfulforthemtolearnSectionC.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionB1.seemunhappyfeeldisappointedbeinteresting/funbeboringbeexciting2.Great!HemustbeexcitedUnit5FeelingExcitedTopic1Youlookexcited.SectionCⅠ.Materialanalysis本節(jié)課建議用一課時(shí)完成，主要活動(dòng)為1a和2a。1a呈現(xiàn)了在前兩課中多次提到的音樂(lè)劇TheSoundofMusic的故事梗概，讓學(xué)生了解了這部經(jīng)典的影片的大致故事情節(jié)，學(xué)習(xí)年輕活潑的女主人公Maria積極樂(lè)觀的生活態(tài)度，和通過(guò)音樂(lè)表達(dá)出來(lái)的對(duì)孩子的愛(ài)心，對(duì)生活的熱愛(ài)和面對(duì)困難時(shí)對(duì)理想的鍥而不舍的精神。學(xué)生在閱讀引人入勝的電影故事的同時(shí)自然地豐富他們的語(yǔ)言積累，在運(yùn)用中繼續(xù)學(xué)習(xí)linkingverb+adjective這一結(jié)構(gòu)的表達(dá)。課后要求學(xué)生寫一篇有關(guān)采訪Mr.Brown關(guān)于TheSoundofMusic的對(duì)話，旨在培養(yǎng)學(xué)生樂(lè)于接受優(yōu)秀的異域文化，學(xué)會(huì)對(duì)優(yōu)秀影視作品的欣賞，擁有積極樂(lè)觀的生活態(tài)度。Ⅱ.TeachingKnowledgeaims：1.學(xué)生能根據(jù)音標(biāo)，正確朗讀出單詞表中單詞及短語(yǔ)。2.能正確拼讀并運(yùn)用黑體單詞。3.學(xué)生能正確運(yùn)用“l(fā)inkingverb+adjective”結(jié)構(gòu)造句。4.學(xué)生能正確使用以下短語(yǔ)，復(fù)述本課課文，簡(jiǎn)單地介紹影片大意。oneof…,carefor,becomeangry,becauseof,teachsb.todosth,cheersb.up,Skillaims：1.能聽(tīng)懂本課文本材料以及與電影內(nèi)容相關(guān)的課堂用語(yǔ)。2.能熟練地口頭談?wù)撚嘘P(guān)TheSoundofMusic的故事大意及經(jīng)典音樂(lè)的話題。3.能準(zhǔn)確朗讀課本的文本材料，并能正確地朗讀相關(guān)的文本材料。4.能規(guī)范地寫出有關(guān)采訪Mr.Brown關(guān)于TheSoundofMusic的對(duì)話。Emotionalaims：教育學(xué)生要熱愛(ài)音樂(lè)，學(xué)會(huì)欣賞優(yōu)秀的影視作品，擁有積極樂(lè)觀的生活態(tài)度。Ⅲ.ThekeypointsanddifficultpointsKeypoints：

1.正確運(yùn)用單詞表中單詞及短語(yǔ)。

2.正確運(yùn)用“l(fā)inkingverb+adjective”結(jié)構(gòu)造句。Difficultpoints：1.lonely和alone的區(qū)別運(yùn)用。2.采訪對(duì)話的寫作。Ⅳ.Learningstrategies:1.觀看英文電影對(duì)練習(xí)英語(yǔ)發(fā)音，語(yǔ)調(diào)和聽(tīng)力訓(xùn)練都有很大的幫助。2.分工明確的小組學(xué)習(xí)可以讓學(xué)生對(duì)英語(yǔ)對(duì)話及短文的寫作步驟有更深刻的理解。Ⅴ.TeachingaidsⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction(8minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.work.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.1.Focustheirattentionontheteacher.2.Makeupsentences.3.FourstudentsfromdifferentgroupsreportTheSoundofMusic.4.Studentsenjoythelookatthepictureandguesswhatthetextisabout.5.6.Thestudentsskim1a1.Greetthestudentsandgetthemreadyforlearning.Enjoythesong,TheLonelyGoatherd.2.tomakeupsentenceswiththelinkingverbsandadjectivestheyhavementionedtoreporttheirhomework.3.togoonreportingtheirhomework:Reportsomeinformationtheysearched4.TheteacherplaystheflashoftheclassicsongTheSoundofMusic,Edelweisstoleadtothepassageof1a.Theteacherletsthestudentsfinishpre-readingtask:Askthestudentstolookatthepictureandguesswhatthetextisabout.5.Theteacherletsthestudentsreadthewordsintheboxof1aandguessthemainideaofthetext.6.Theteacherasksthestudentstoskim1aandcheckthepre-readingtask.Presentation(10minutes)1.Thewholeclasswork.2.Thewholeclasswork.3.Thewholeclasswork.4.Thewholeclasswork.5.Thewholeclasswork.6.Thewholeclasswork.7.Thewholeclasswork.8.Thewholeclasswork.9.Thewholeclasswork.1.Studentsmakesuretheyunderstandwhatthestatementsmean.2.Studentsreadthefirstthefirsttable.3.thesecondtable.4.3andfinishthethirdtable.5.Thestudentsreadthewholepassagesilently,6.1andanswerthefirstquestion.7.question.8.3andanswerthethirdquestion.9.passageandanswerthelastquestion.Thencheckalltheanswers.1.Finish1b.Theteacherasksthestudentstoreadthestatementsin1b.2.3.andcompletethesecondtable.4.toreadParagraph3andfinishthethirdtable.5.readthewholepassagefinish1b.6.toscanParagraph1andanswerthefirstquestionin1c:WhydidMariagototheVonTrappfamily?7.toscanParagraph2andin1c:WhyweretheVonTrappfamilysad?8.toscanParagraph3andin1c:HowdidMariacheerupthechildren?9.in1c:WhatdoyouthinkofMaria?Thencheckalltheanswers.1.Thewholeclasswork.2.Thewholeclasswork.readthroughthepassageandfindoutthelinkingverb+adjectivestructure.2.Studentstrytofollowthespeed,payingattentiontothepronunciation.3.Studentsreadthepassagebythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.4.Thestudentsunderlinethelanguagepointsintheirbooksandmakesomenotes.5.Everyonecanreadthroughthepassagefluently1.Theteacherasksthestudentstoreadthroughthepassageandfindoutstructure.2.withoutstopping.3.to4.（1）lonely孤獨(dú)的，寂寞的，側(cè)重人的心理。alone獨(dú)自的，單獨(dú)的，說(shuō)明客觀存在。（2）because后接狀語(yǔ)從句，becauseof因?yàn)?，由于，介詞短語(yǔ)，后接名詞或相當(dāng)于名詞的詞或短語(yǔ)。（3）cheersb.up使某人振奮起來(lái)，使某人高興起來(lái)。Practice1.Thewholegroupwork.2.Thewholework.3.Thewholeclasswork.andallofuslikeherverymuch.3.Twostudentscorrecttheanswers.Playthegame:Aroundrobinstory.tothefirsttableandtheCaccordingtothesecondaccordingtothethirdtableandthethird3.Theteacheraskstwostudentstochecktheanswers.Production(7minutes)3.Individualwork.1.Studentsmakeaninterviewingroupsofsix.2.Allthestudentsshouldknowthemeaningsofthesummary.3.Studentsfinishtheirhomeworkafterclass.Studentsconnectthetopicsentencestogethertofinishwritingtheconversation.(4)bythemselves.1.Finish2a.Theteacherasksthestudentstomakeaninterviewingroups.MemberBactsMichael.MemberC,D,EandFof2a.ThenMemberAreportstheinterview.2.Theteachersummarizeswhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.3.Theteacherassignshomework:(1)TheteacherasksthestudentstofinishwritingtheSteveandMr.books.Remindthemtoconnectthetopicsentences,thenaddsomethingnecessary.(2)TheteacherasksthestudentstosearchtheInternetforsomeinformationaboutBeijingOperatoprepareforSectionDafterclass.(3)TheteacherassignsforSectionD.(4)Theteacherasksthestudentstowatchtheclassicmovie,TheSoundofMusic.TeachingReflection

ThestudentslikethetwobeautifulsongsfromTheSoundofMusicverymuch.Theatmosphereofthislessonisactive.It’shelpfultoEnglishteachingandlearning.WeshouldshowmoreinformationthatthestudentsareinterestedinwhenwegivetheEnglishclass.Ⅶ.BlackboarddesignUnit5FeelingExcitedTopic1Youlookexcited.SectionC1.lonelyalone2.becausebecauseof3.cheersb.upUnit5FeelingExcitedTopic1Youlookexcited.SectionDⅠ.Materialanalysis本節(jié)課為本話題的最后一課時(shí)，主要活動(dòng)為1和2a。SectionD是一節(jié)復(fù)習(xí)課，在綜合復(fù)習(xí)SectionA-C的詞匯、語(yǔ)法和功能句的基礎(chǔ)上，鞏固學(xué)生本話題的學(xué)習(xí)內(nèi)容。學(xué)生將通過(guò)1的閱讀了解我們的國(guó)粹——BeijingOpera的歷史起源，主要角色，素材來(lái)源及藝術(shù)特點(diǎn)，進(jìn)而讓學(xué)生在感受京劇的旋律美的同時(shí)，體會(huì)我們祖國(guó)文化的博大精深，更加愿意關(guān)心熱愛(ài)京劇藝術(shù)，進(jìn)而更加熱愛(ài)我們偉大的祖國(guó)，培養(yǎng)民族自豪感。同時(shí)通過(guò)2a的寫作拓展練習(xí)，延伸學(xué)生的學(xué)習(xí)內(nèi)容，檢測(cè)學(xué)生綜合運(yùn)用語(yǔ)言的能力。Ⅱ.TeachingaimsKnowledgeaims：1.學(xué)生正確朗讀出單詞表所有單詞及短語(yǔ)，能正確拼讀、書寫并運(yùn)用黑體單詞；2.能熟練運(yùn)用linkingverb+adjective結(jié)構(gòu)；3.能準(zhǔn)確運(yùn)用本單元重點(diǎn)短語(yǔ)進(jìn)行寫作練習(xí)：invitesb.todosth.,preparesth.forsb.,saythanks/goodbye/hello/sorrytosb.aticketto…,becauseof,cheersb.up,comeintobeing,befullof,agreewithsb.,makepeacewithsb.,intheend,bepopularwithsb.,be/becomeinterestedin…等短語(yǔ)。4.能正確做出教師設(shè)計(jì)的補(bǔ)充詞匯對(duì)比的練習(xí)：

｛boring;bored｝

｛exciting;excited｝

｛alone;lonely｝

｛because;becauseof｝

｛interesting;interested｝

5.學(xué)生能綜合運(yùn)用本課短語(yǔ)、句型寫出描述不同情緒的短文。Skillaims：1.能聽(tīng)懂與課本內(nèi)容難度相當(dāng)?shù)模嘘P(guān)BeijingOpera的歷史，角色，意義的聽(tīng)力材料。2.能正確運(yùn)用本話題所學(xué)內(nèi)容、比較流利地談?wù)撟约鹤钕矚g的電影，戲劇或故事。3.能閱讀有關(guān)自己最喜歡的藝術(shù)形式的文章，理解文章，并能做出相關(guān)的閱讀練習(xí)。4.能綜合運(yùn)用本話題的語(yǔ)法，詞匯，句型寫出自己最喜歡的某一藝術(shù)形式或故事的意義以及人物在某一特定活動(dòng)或事件中的情緒變化。Emotionalaims：本話題通過(guò)對(duì)京劇的歷史起源，主要角色，素材來(lái)源的學(xué)習(xí)，讓學(xué)生體會(huì)祖國(guó)文化的博大精深，從而熱愛(ài)本土文化，熱愛(ài)我們偉大的祖國(guó)，培養(yǎng)民族自豪感。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.學(xué)生能正確拼讀、書寫并運(yùn)用黑體單詞，能用excited,upset,happy等形容詞描述故事中人物的不同情緒,并熟練運(yùn)用linkingverb+adjective結(jié)構(gòu)。2.掌握interesting和interested的用法區(qū)別。Difficultpoints:1.綜合運(yùn)用本話題的語(yǔ)法，詞匯，句型寫出人物在某一特定活動(dòng)或事件中的情緒變化。2.正確做出教師設(shè)計(jì)的補(bǔ)充詞匯對(duì)比的練習(xí)。Ⅳ.Learningstrategies:1.通過(guò)整體復(fù)習(xí)SectionsA-C，讓復(fù)習(xí)也是一種學(xué)習(xí)的想法根植在學(xué)生心中。2.小組學(xué)習(xí)可以讓學(xué)生對(duì)短文的寫作步驟有更深刻的理解。Ⅴ.TeachingaidsComputermultimediaprojector,theflashofthesong,RapFace,thepicturesoftherolesinBeijingOperaⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（7minutes）.1.Thewholeclasswork.2.Pairwork.3.workandthewholeclasswork.4.Thewholeclasswork.1.Focustheirattentionontheteacher.inpairs.3.Thetwostudentswritetheirconversationsontheblackboard.4.Observethepicturesandreporttheinformationtheycollected.1.themreadyforlearning.Enjoythesong,Rapface.2.toreporttheirhomeworkinpairs:A1-A2;B1-B2;C1-C2;D1-D2.MakeuptheconversationsbetweenSteveandMr.Brown.3.Theteacheraskstwostudentstowritetheirconversationsontheblackboard.Theteachercorrectsasanexampleforotherstocheck.4.TheteachershowstheOperatothelesson.Askthestudentstheysearchedontheinternet.Presentation(8minutes)1.Thewhole2.Thewholeclasswork.3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork.6.Thewholeclasswork1.Studentsread1andmarkTorF2.Checktheanswersand3.4.Studentschecktheanswers.6.Studentschecktheanswer.toskimthepassageandmarkTorF.2.Theteachercheckstheanswers.3.TheteacherasksthestudentstoreadParagraph1andanswerthequestions:(1)comeintobeing?(2)singingcomefrom?(3)tochecktheanswers.5.toreadParagraph2andanswerthequestion:AretheyoungpeopleinterestedinBeijingOperanowadays?6.tochecktheanswer.1.Groupwork.2.Thewholeclasswork.3.Groupwork.4.Individualwork.5.Groupwork.6.Thewholeclasswork.1.Studentsreadthepassagebythemselvesanddiscussingroupstofindoutthedifficultpointsandsumupthemainpoints.2.Studentsunderlinethebooksandmakesomenotes.3.Studentsdiscussingroups.4.Studentseachmakeupsentences.5.MemberAofeachgroupgivesthereport.6.Thestudentswritetheshortpassages.1.Theteacherasksthestudentstoreadthewholepassagecarefullyto(1)comeintobeing(2)agreewithsb.(3)befullof(4)makepeacewith...(5)intheend(6)bepopularwithsb.(7)be/becomeinterestedin...3.Theteacherasksthestudentstolookatthepicturesin2aandthinkaboutthewordsandphrasestheymayusewhentheytalkaboutthepictures.4.Theteacherasksthestudentstomakeupsentencesaccordingtopicturesandthewordsorphrases.5.TheteacherasksMemberAofeverygrouptoreportthepassageaccordingtothesentencesabove.6.towritetheshortPractice1.Thewholeclassworkwork.2.Thewholeclasswork.3.Thewholeclassworkwork.4.Thewholeclassworkwork.1.StudentsreadthroughSectionA-CandcompletethesentencesintheGrammarandFunctionstables.1.2.TheteacherleadsthestudentstosumuptheGrammarandFunctions.3.Theteacherdesignssomeexercisestopracticethevocabulary.(1)Iwanttoi____youtomyhousethisSunday.(2)(3)Mr.Wangs___tobewrongwithhim?(4)(5)4.Th