八年級下冊教案設(shè)計unit5 教案

Unit5FeelingExcited

Topic1Youlookexcited.

教學(xué)內(nèi)容分析及課時分配建議：

本單元以FeelingExcited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

去看電影的有關(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：Youlookexcited.和Howdoesthemusicsound?同時，還學(xué)習(xí)有關(guān)情

緒和感受的形容詞。如：lonely,frightened,worried,interested,upset,surprised等，并通過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)容進行真實的應(yīng)用。

本話題建議用5個課時來完成。

第1-2課時：SectionA-la,lb,lc,Id,2

第3-4課時：SectionA-3,4SectionB-la,lb,lc

第5-6課時：SectionB-2a,2b,3,4a,4b

第7-8課時:SectionC-la,lb,lc,2a,2b,3

第9課時：SectionD-GrammarandFunctions,1,2a,2b,Project

第1、2課時(SectionA-la,lb,1c,Id,2)

教學(xué)設(shè)計思路：

本節(jié)課主要活動為SectionA-la和2。

本節(jié)課的課型為聽說課。教學(xué)目標(biāo)的重點是系表結(jié)構(gòu)的用法。在導(dǎo)入部分利用師生交談的方式讓學(xué)

生充分感知系表結(jié)構(gòu)。在Pre-listening環(huán)節(jié)中，通過預(yù)測1b的答案嘗試使用系表結(jié)構(gòu)的同時了解對

話大意，降低聽力的難度。While-listening環(huán)節(jié)，重點在于聽力的訓(xùn)練。在多次反復(fù)聽的過程中，完

成由易到難的任務(wù)，同時兼顧說的訓(xùn)練。Post-listening環(huán)節(jié)以語言的運用為主，同時總結(jié)系表結(jié)構(gòu)

的用法。

I.Teachingaims

1.Knowledgeaims：

(1)學(xué)習(xí)并掌握新詞匯

invite,film,smell,disappointed

(2)掌握感官動詞,to：look,smell,feel,sound,taste等的基本用法。

(3)能夠運用本課所學(xué)到的表示問候與轉(zhuǎn)達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題

的表達法進行日常的交流。

①問候

—Howareyoudoing?

-Verywell,thankyou.

②轉(zhuǎn)達感謝

Pleasesaythankstoyourroom.

③惋惜

Whatapity!

④詢問和表達個人觀點和看法

Howdotheflowerssmell?

⑤引出話題

Guesswhat!

⑥描述感受

Youlookexcited.

2.Skillaims:

能使用表示問候與轉(zhuǎn)達感謝、惋惜、詢問和表達個人觀點和看法以及引出話題的表達法進行日常的

交流。

3.Emotionalaims:

能夠樂于表達自己的觀點、看法和情感并能主動關(guān)心他人的感受。

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints:

學(xué)生在交流中能自如地運用感官動詞。

2.Difficultpoints：

感官動詞的用法。

III.Learningstrategies

1.通過聽力訓(xùn)練，鼓勵學(xué)生通過圖片和形容詞的感情色彩大膽預(yù)測即將聽到的內(nèi)容，對所要完成的

題目進行初步的判斷。

2.鼓勵學(xué)生學(xué)會將詞匯按詞性分類，并總結(jié)歸納語法項目。

IV.Teachingaids

VTeachingprocedures

Stage1(1mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetandwarmup.

T:Goodmorning,everybody!Nicetoseeyouagain!

T:Howareyoudoing?

Greetandwarmup.

Ss:Goodmorning,Miss...Nicetoseeyou,too.

Ss:Verywell,thankyou.

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。

Stage2(lOmins)：Lead-in

1(Classactivity)Collectsomepicturesoftheteachersandthestudents5holidaylifebeforeclass.Then

showthemonthescreen.Talkaboutthepicturesusingthetargetlanguageandleadinthetopic.

T:Howwasyourholiday?

T:Didyougotraveling?Wheredidyougoandwhatdidyoudo?

T:Whatawonderfulexperience!Ibelievethateverybodyhasaunforgettablewinterholiday.Anyway,

holidayisalwaysrelaxingandpleasant.Icollectedsomepicturesofourteachersandourclassmateswho

wereonholidays.Let'senjoythem.

T:Lookatthispicture.Whoishe?Whatishedoing?Lookathissmilingface,hefeelsveryhappy,doesn't

he?

T:Andhowaboutthesecondone?Whathappenedtoher?Howdoesshelook?

T:...

T:Bytheway,didyouseeanymoviesinyourwinterholiday?

T:Whatmoviesdidyousee?

T:Really?Iheardthatit'sawonderfulmovie.Whatapity!Iwasn'tabletobuyatickettoit.Ithinkfllsee

itnexttime.

T:Howdidyoufeelwhenyouseethemovie...?

T:EventhoughIfeelalittledisappointedbecauseImissedthemovie...,Isawanotherwonderfulmovie

namedthesoundofmusic.Haveyouseenit?

T:Ibelievethismoviewillmakeyoufeelpleasedandrelaxed.SoIadviseyoutoseeitifyouhavetime.

Talkaboutthepictures.

Ss:Fine

Si:...

S2:...

Ss:Yes.

S3:Shelooksexcited.

S4:...

Ss:Yes.

Ss:Iseethemovie...

S5:Ifeel...

Ss:Yes/No.利用目標(biāo)語言談?wù)摷倨谏?，讓學(xué)生充分感知感官動詞。導(dǎo)入la。

Remark：將功能句自然地運用在師生交流中。

Stage3(5mins)：Pre-listening

1(Classactivity)Askthestudentstopredicttheanswerstolb.

T:Well,Kangkang5sparentswillinviteotherchildren'sparentstoseethismovie.Onhearingthisnews,

howdotheyfeel?Read1bfirstandyoucanguesstheanswers.

T:Why?

T:Howabouttheirparents?Howdotheyfeel?

T:Mr.Brownfeelsdisappointedbecausehecouldn'tgetatickettothemovie.Whensomedesiredevent

hasnothappened,wemayfeeldisappointed.Whatthingscanmakeyoufeeldisappointed?

Predicttheanswerstolb.

SI:Ithinktheyfeelhappy.

S2:Ithinktheyfeelexcited.

S3:Becausetheycanspendtheeveningtogether.

S4:Theyfeelhappybecausetheywillgotoseethemovie.

S5:Mygoodfrienddidn'tcometoseeme,Ifeeldisappointed.

S6:1feeldisappointedbecausewefailedthisfootballgame.通過預(yù)測lb的答案，幫助了解對話的內(nèi)容，

降低聽力的難度。同時練習(xí)系表結(jié)構(gòu)。

Remark：通過聽力訓(xùn)練，鼓勵學(xué)生通過圖片和形容詞的感情色彩大膽預(yù)測即將聽到的內(nèi)容，對所要

完成的題目進行初步的判斷。

Stage4(12mins)：While-listening

1(Individualwork)Playtherecordingofla,andasktheSstomatchthethreepartsinlb.

T:Good!Nowlet,slistentotheconversationinlaandmatchthethreepartsinlb.Andthenyoucan

checkyourguessingwithyourpartners.

Listentolaandmatchthethreepartsinlb.Checktheanswers.

Ss:…由易到難設(shè)置聽力任務(wù)，進行聽力訓(xùn)練。

2(Pairwork)Playthetaperecorderagain.

T:Let'slistentotheconversationagain.Payattentiontotheirfeelings.Andthenyoucanaskandanswerin

pairsaccordingtotheexampleof1c.Listentolaagainandpayattentiontothepeople'sfeelings.

Askandanswerinpairsaccordingtotheexampleof1c.

Pl:...

3(Individualwork)Playthetaperecorderagain.

T:Welldone!Nowlet'slistenagainandyoucancompletethepassageinId.

T:Let'scheckyouranswers.Whowouldliketoreadthispassageforus?

ListentolaagainandcompletethepassageinId.

SI:...

Remark：

Stage5(12mins)：Post-listening

1(Groupwork)Askthestudentstoreadla.

T:Nowlet'sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.

Andrilasksomegroupstoreadandactitlater.Readandpracticetheconversationingroups.

Gl:...

2(groupwork)Drawsomepicturesoffacialexpressions(sad,excited,angry,disappointed,happyetc.)on

theBbquicklyorshowthemonthescreen.Encouragethestudentstosayoutthecorrespondingadjectives.

WritedowntheadjectivesontheBb.

T:Lookatthispicture.Howdoeshefeel?

T:Howaboutthisone?Howdoeshelook?

T:Andthisone?

Showthethirdandthefifthpicturesof2.

T:Lookatthepictures(thethirdone).Howdotheylook?

T:Howdotheyfeel?(thefifthone)

Showtherestpicturesin2andsomeotherpicturestheteachercollectedbeforeclass.Writedownthelink

verbsandadjectives.

T:Lookatthesepictureandtheexample.Howdotheflowerssmell?

T:Canyouaskandansweraccordingtothesepicturesandthewords?Sayouttheadjectives

SI:Hefeelssad.

S2:Helooksdisappointed.

S3:...

S4:Theylookhappy.

S5:Theyfeelexcited.

Talkaboutthepictures.

S6:Theysmellnice.

Pl:…鞏固感官動詞的用法，完成2。為語法的總結(jié)做鋪墊。

3(Groupwork)Summarizethebasicuseoflinkingverb.

T:Inthislessonwehavelearnedsomelinkingverbsandsomeadjectives.Canyousummarizethem?You

candiscussingroups.

T:“Linkingverb+adjective,,isaveryusefulstructure.Wecanuseittoexpressourfeelingsandopinions.

Ihopeyoucanuseitfreelyinyourdailylife.Summarizethebasicuseoflinkingverbingroups.

SI:Linkingverbs:look,feel,sound,smell,taste...

S2:Adjectives:happy,excited...

Remark：鼓勵學(xué)生學(xué)會將詞匯按詞性分類，并總結(jié)歸納語法項目。

Stage6(5mins)：SummarizingandassigningHMK

1(Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.

T:OK.Classwillbeoversoon.Nowlet'ssummarizewhatwehavelearntinthislesson.Whatdowe

learnedandwhatcanyoudoafterthislesson?

T:Whatimportantstructuredidwelearned?

T:Yes,wecanuseittoexpressourfeelingsandopinions.Whatusefulfunctionsdidwelearned?

T:Goodjob!Andwealsolearnedsomekeyphrases.SsSummarizethislesson.

S1:Linkingverb+adjective.

S2:一Howareyoudoing?

—Verywell,thankyou.

S3:Guesswhat!

S4:Really?

S5:Soundsgreat!

S6:Whatapity!

S7:invitesb.todosth.

S8:oneof+最高級+名詞復(fù)數(shù)

S9:saythanksto

S10:aticketto1.總結(jié)本課所學(xué)，幫助學(xué)生使知識條理化。

2.了解學(xué)生的掌握情況。

3.幫助學(xué)生再一次鞏固本課的知識點。

2(Classactivity)AssignHMK.

T:Fortoday'shomework,Tdlikeyoutorememberthenewwordsandphrases.Pleasepracticelaand2

withyourpartner.AndthenyoushouldpreviewSectionA-3,4&SectionB-la,lb,lc.適當(dāng)?shù)募彝?/p>

作業(yè)有助于鞏固課堂所學(xué)的知識。

Remark：幫助學(xué)生分類做課堂小結(jié)，可使知識脈絡(luò)清晰，有條理.

VI.Blackboarddesign

1.-Howareyoudoing?

-Verywell,thankyou.

2.linkingverb+adjective

3.Guesswhat!

4.invitesb.todosth.

5.oneof+最高級+名詞復(fù)數(shù)

6.preparesth.forsb.

7.saythanks/hello/sorry/goodbyetosb.

8.aticketto...

Unit5FeelingExcited

Topic!Youlookexcited.

第3、4課時(SectionA-4,3SectionB-1aJb,1c)

教學(xué)設(shè)計思路：

本節(jié)課主要活動為SectionB-la,lb,1c。本節(jié)課在上節(jié)課學(xué)習(xí)系表結(jié)構(gòu)的基礎(chǔ)上談?wù)搨€人喜好及對事

物的看法。所使用的句型仍然是感官動詞+形容詞。所以在復(fù)習(xí)導(dǎo)入環(huán)節(jié)對感官動詞和形容詞做充分

的復(fù)習(xí)鞏固。首先用競賽的方式讓學(xué)生快速寫出上節(jié)課所學(xué)的形容詞，接下來利用SectionA-4的活

動運用這些形容詞編對話，練習(xí)系表結(jié)構(gòu)表達情緒的用法。再利用SectionA-3的聽力活動進一步鞏

固感官動詞的用法。Pre-listening環(huán)節(jié)與學(xué)生討論與對話相關(guān)的內(nèi)容，并培養(yǎng)學(xué)生聽之前預(yù)測答案的

習(xí)慣和能力。While-listening環(huán)節(jié)設(shè)置不同難度的聽力問題進行聽力訓(xùn)練。Post-listening環(huán)節(jié)重點在

于語言的輸出和運用。讓學(xué)生在真實交際中運用所學(xué)語言，實現(xiàn)學(xué)以致用。

I.Teachingaims

2.Knowledgeaims：

(1)學(xué)習(xí)并掌握新詞匯

seem,opera

(2)句型

Heseemsalittleunhappy.

It'ssofunnyandinteresting.

2.Skillaims:

(1)通過聽對話判斷正誤，訓(xùn)練學(xué)生抓住關(guān)鍵詞和細(xì)節(jié)信息的能力。

(2)聽懂本課表示個人喜好的表達法。

3.Emotionalaims:

能夠樂于表達自己的觀點、看法和情感并能主動關(guān)心他人的感受。

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints:

學(xué)生能正確運用“l(fā)inkingverb+adjective”結(jié)構(gòu)造句。

2.Difficultpoints：

學(xué)生能自如地運用系表結(jié)構(gòu)的句子進行交流來談?wù)撉榫w。

III.Learningstrategies

1.通過聽之前對聽力題的閱讀和對答案的推測，猜測和了解聽力文段的大致內(nèi)容，降低聽力的難度。

2.通過聽之前對聽力題的閱讀和對答案的推測，抓住關(guān)鍵詞和細(xì)節(jié)信息。

IV.Teachingaids

VTeachingprocedures

Stagel(2mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetandwarmup.

T:Goodmorning,everybody!Nicetoseeyouagain!

T:Howareyoudoing?

T:Youseemveryhappy.Why?

T:Really?...Greetandwarmup.

Ss:Goodmorning,Miss...Nicetoseeyou,too.

Ss:Verywell,thankyou.

Ss:Because...

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)?？梢圆捎枚?/p>

種方式，如唱歌、游戲、值日報告、自由討論等。

Stage2(12mins)：Revision

1(Classactivity)Haveacontest.Showsomepicturesoffacialexpressionsonthescreenquickly.

T:Beforethenewlesson,let'shaveacontest.Tilshowyousomefacialexpressionsonthescreenquickly.

Youshouldwritedownthecorrespondingadjectivesasquicklyaspossible.Thestudentwhowritesthe

mostwillbethewinner.Areyouready?Go!

T:Howmanyadjectiveshaveyouwrittendown?Let'scount.Oh,SIgotthemost.Congratulations!Can

youwritethemontheBb?Writedownadjectivesaboutfeelingsasmanyaspossible.

Ss:…

SI:Sure.用競賽的方式復(fù)習(xí)表示情緒的形容詞。

2(Groupwork)LetthestudentsmakesentenceswiththeadjectivesontheBbingroup.Finish

SectionA-4.

T:Youcanusetheseadjectivestoexpressyourfeelings.Nowlet'sworkingroupsandmakesentenceswith

them.Maybetheconversationin4canhelpyou.MakesentenceswiththeadjectivesontheBbingroup.

Gl:...

G2:-利用黑板上的形容詞造句。小組內(nèi)對話，完成SectionA-4的練習(xí)。復(fù)習(xí)上節(jié)課的內(nèi)容。

3(Individualwork)Playthetaperecordingof3.

T:Youdidquitewell.Justnowyouuselinkingverbsandadjectivestoexpressyourfeelings.Let'slearn

more.Lookatthepicturesin3onpage2.First,listentosomeconversationsandnumberthepictures.

T:Canyoutellmetherightorder?

T:Yougotit.Nowlistenagainandwritedownthelinkingverbsandadjectives.

T:Haveyougottheanswers?Whocantellustheanswersandmakeasentencewiththetwowords?

Listento3andfinishthetasks.

Ss:...

S1:Therightorderis...

Ss:...

S2:...

…利用SectionA-3的聽力練習(xí)復(fù)習(xí)系表結(jié)構(gòu)。

Remark:以多種方式對上節(jié)課的重點內(nèi)容進行復(fù)習(xí)鞏固。

Stage3(5mins)：Pre-listening

1(Individualwork)Predicttheanswerstolbandthemainideaofla.Leadinla.

T:Asweknow,Kangkangandhisfriendscanspendtheeveningtogether.Sotheyfeelveryhappy.Why?

T:Yes,youareright.ButMr.Brownseemsdisappointed.Why?

T:DidyouseethefilmThesoundofMusic?

T:Maybesomeofyoulikewatchingfilms,whiletheothersdon't.IpreferPekingoperastofilms.What

aboutyou?

T:Well.Nextwewilllistentoaconversation.Beforelistening,let'sreadthesentencesinlb.Maybeyou

canpredicttheanswers.Atleast,youcantellmewhatthemainideaoftheconversationis.

T:Yourinferenceisreasonable.Howabouttheothers?

T:Itdoesn'tmatter.Thethreesentencesareaboutdetails.Wecannotpredicttheanswers.Soyoumustpay

attentiontothedetailswhenyoulisten.Butmaybeyoucantellmewhattheyaremainlytalkingabout?

Predicttheanswerstolbandthemainideaofla.

SI:BecauseKangkang'sparentswillinviteJane'sparentstoseethefilmTheSoundofMusic.

S2:Becausehewasn'tabletogetthetickettothefilm.

Ss:Yes./No.

S3:...

S4:...

S5:Ithinkthefirstsentenceisfalse.BecauseMr.Browncouldn'tgetatickettoTheSoundofMusic,not

Avataraccordingtola.

Ss:Sorry,wecan'tpredicttheanswerstothem.

S6:Theyaremainlytalkingabouttheirandtheirparents?likesanddislikes.聽之前的討論和預(yù)測是為

了解決對話中可能出現(xiàn)的難點并幫助學(xué)生了解文意，降低聽力的難度。

Remark：通過聽之前對聽力題的閱讀和對答案的推測，提醒學(xué)生注重對話的關(guān)鍵詞和細(xì)節(jié)信息。猜

測和了解聽力文段的大致內(nèi)容，降低聽力的難度。

Stage4(7mins)：While-listening

1(Individualwork)Playthetaperecordingofla.

T:Youdidquitewell.Lefslistentotheconversation.YoucanmarkTorFforthesentencesoflb.

T:Whowouldliketotellmeyouranswers?

T:Howcanyoucorrect?

T:Goodjob!ListentolaandmarkTorF.Finishlb.

Ss:...

S1:Thefirstoneisfalse.BecauseMr.Browncouldn'tgetatickettoTheSoundofMusic,notAvatar.

S2:Thesecondoneistrue.

S3:Thethirdoneistrue.

S4:Thefourthoneisfalse.

S4:Kangkang,sparentslikeBeijingOpera,butKangkangdoesn'tlikeitatall.Hethinksit'sboring.

完成lb,核對答案。

2(Individualwork)Showsomequestionsaboutlaonthescreen.Playthetaperecordingoflaagain.

(1)HowdoesMr.Brownseem?Why?

(2)WhichoperaisMaria'sfavorite?

(3)WhatdoKangkang'sparentslikebest?

(4)WhatdoesKangkangthinkofBeijingopera?

T:Readthesequestionsfirst.Andthenlistentolaagain.Answerthequestions.

T:Whocantellustheanswers?Listentolaagainandanswerthequestions.

Ss:...

SI:...

...設(shè)置更深層次的聽力問題。由易到難，由淺入深地訓(xùn)練學(xué)生的聽力技能。

Remark：

Stage5(14mins)：Post-listening

1(Groupwork)Askthestudentstoreadlainrolesingroups.

T:Nowlet'sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.

AndPHasksomegroupstoreadandactitoutlater.Readandpracticetheconversationingroups.

Gl:…

2(Groupwork)Askthestudentstoretelltheconversationandthenchangetheconversationintoa

passageingroups.

T:Nicejob!Nowworkingroups.Let'schangeyourconversationintoashortpassage.First,eachstudent

saysasentencetoretelltheconversation.Andthenoneofyouwritethemdowntoformashortpassage.

Thekeywordsin1cmayhelpyou.Lefsbegin!

T:Whowouldliketoshowyourpassagetous?

T:Yourgroup'sworkiswonderfultoday.Anyoneelse?

Retelltheconversationwiththehelpofthekeywordsin1candthenchangetheconversationintoa

passageingroups.

Ss:...

SI:Letmehaveatry

S2:...

3(Pairwork)Encouragethestudentstomaketheirownconversationstoexpresstheirlikesanddislikes

accordingtola.

T:Doyouwanttoknowmoreaboutyourpartner?Let'sworkinpairs.Youcanmakeyourown

conversationsandaskyourpartnerabouthis/herlikesanddislikesandthereasons.AndI'llasksome

groupstoactitoutlater.

T:Iwantsomepairstoactoutyourdialog.Whowouldliketohaveatry?Maketheirownconversations

accordingtolainpairs.

Ss:...

Pl:在真實交際中運用所學(xué)語言，實現(xiàn)學(xué)以致用。

Remark：

Stage6(5mins)：SummarizingandassigningHMK

1(Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.

T:OK.Classwillbeoversoon,Nowlefssummarizewhatwehavelearntinthislesson.Whatdowe

learnedandwhatcanyoudoafterthislesson?

T:Canyoumakeasentencewithit?

T:Agoodexample.Anythingelse?

SsSummarizethislesson.

SI:Welearnedanotherlinkingverb:seem.

SI:Yes.Forexample,heseemsexcitedbecausehedidwellintheEnglishexam.

S2:Wecanexpressourlikesanddislikesandtheopinionsaboutthem.1.總結(jié)本課所學(xué)，幫助學(xué)生使

知識條理化。

2.了解學(xué)生的掌握情況。

3.幫助學(xué)生再一次鞏固本課的知識點。

2(Classactivity)AssignHMK.

T:Good.Fortoday'shomework,I'dlikeyoutorememberthenewwordsandphrases.Pleasepracticela

withyourpartner.AndthenyoushouldpreviewSectionB-2a,2b,3,4a,4b.適當(dāng)?shù)募彝プ?也有助

于鞏固課堂所學(xué)的知識。

Remark：

VI.Blackboarddesign

seemunhappy

feeldisappointed

beinteresting/fun

beboring

Unit5FeelingExcited

Topic1Youlookexcited.

第5、6課時(SectionB-2a,2b,3,4a,4b)

教學(xué)設(shè)計思路：

本節(jié)課主要活動為SectionB-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SectionB-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。

I.Teachingaims

3.Knowledgeaims：

正確運用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。

4.Skillaims:

(1)學(xué)會觀察，分組記憶單詞，并正確掌握-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)能在朗讀中正確讀出連讀和句子的語調(diào)，并能區(qū)分并讀準(zhǔn)需要重讀的實詞。

3.Emotionalaims:

4.Cultureawareness

II.Thekeypointsanddifficultpoints

1.Keypoints:

(1)linkingverb+adjective

(2)正確運用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。

2.Difficultpoints：

(1)對以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞的理解。

(2)對句子中重讀詞的正確把握。

III.Learningstrategies

1.對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。

IV.Teachingaids

VTeachingprocedures

Stagel(5mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetasusualandthenshowsomeproverbs.

T:Goodmorning,boysandgirls.

T:Howareyoudoing?

T:I'mfine,thankyou.I'llshowsomeproverbstoyou.AndIhopeyoucanlearnthembyyourheart.Let's

readthemfirst.

l.Tomakeyourdreamcometrue,youhavetostayawake.

2.Appearancesaredeceitful.(以貌取人常有錯。)

3.Extremesaredangerous.(凡事走向極端總是危險的。)

4.Imaginationismoreimportant

thanknowledge.

5.Thetruthisalwaysgreen.

T:Canyouunderstandtheseproverbs?Trytoguesstheirmeaning,please.

T:Yougottherightmeanings.Youknow,proverbsarethedaughtersofdailyexperienceandwisdomof

people.Ihopeyoucancollectmoreproverbs,rememberthemandtrytousetheminourdailylifeandin

yourcompositions.Nowwatchtheproverbscarefully.Youmayfindalltheseproverbshaveauseful

structure.Whatisit?

T:Yes,yougotit.Greetasusualandthenreadandlearnsomeproverbs.

Ss:Goodmorning,Miss...

Ss:Verywell,thankyou.Andyou?

Ss:...

S1:Yes.Thefirstonemeans要使夢想成為現(xiàn)實，你就得醒著。

S2:…

S3:Itis"linkingverb+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)他們的共同點一一系表結(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)?？梢圆捎枚?/p>

種方式，如唱歌、游戲、值日報告、自由討論等。

Stage2(3mins)：Revision

1(Classactivity)Showsomesituations.

「Let'sreviewthestructure'linkingverb+adjective^.Howdoyoufeelwhenyourpetdies?

T:Howdoyoufeelwhenyouhave

atemperature?

T:Howwillshelookwhenagirlislisteningtowonderfulmusic?

T:Howdoesheseemwhenaman

losthisphone.

T:Howdoesthefoodsmellwhenitgoesbad?

T:...

Makesentencesaccordingtothesituations.

S1:Ifeelsad.

S2:Ifeeltenible.

S3:Shelookshappy.

S4:Heseemsveryworried.

S5:Itsmellsterrible.

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；利用圖片和提示詞造句等。

Stage3(15mins)：Presentation

1(Groupwork)Encouragethestudentstosummarizetheemotionaladjectivesandwritethemonthe

Bb.

T:Youdidquitewell.Nowlet'sworkingroupsandhaveacontest.Writedowntheemotionaladjectivesas

manyaspossible.Thegroupwhichwritesthemostwillbethewinner.Let'sbegin!

T:Howmanywordshaveyouwrittendown?YoucanreadthemandI'llwritethemontheBb.

T:Well,ItseemsthatGroup1gotthemostadjectives.Congratulations!summarizetheemotional

adjectives.

Ss:...

SI:happy,excited,sad...學(xué)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(zhǔn)備。

2（Individualwork）Encouragethestudentstoobservethewordsandsumuptheirdifferentformsand

usages.

T:MaybeyouhavefoundthatIhadsortedtheadjectivesingroupsontheBb.Nowlet'saddmore

adjectives.Pleasereadthewordsin2aandpayattentiontotheunderlinedparts.Canyousumuptheir

differentformsandusages?

T:Good.Youobservedverycarefully.Butwhat'sthedifferenceinusagesbetweenthem?

T:Youdidagoodjob.Youhavealmostgotit.IJ11explainitinChinese.Pleasetakeanote.VX“-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；以結(jié)尾的形容詞表示

“令人……的”，其主語多為事物一類的名詞，在句中作表語或定語。

T:Canyouthinkofmoreadjectiveslikethis?

T:Tilgiveyoumoreverbs.Canyousayoutthecorrespondingadjectives?

T：satisfy（使...滿意）

T:amaze（使...驚訝）

T:puzzle（迷惑）

T:Good!CanyoumakesentenceswiththeseadjectivesontheBb?

T:Goodsentences!Studentsobservethewordsandsumuptheirdifferentformsandusages.

SI:Thefirstwordineachgroupisverb.Andtheothersareadjectives.Thesecondwordineachgroupends

with-ing.Andthelastoneendswith-ed.

S2:Maybetheadjectivesendswith-ingisusedtodescribeathing.Buttheadjectivesendswith-edisused

todescribepeople'sfeelings.Icannotexplainitexactly.

S3：surprise

surprising

surprised

S4:tire

tiring

tired

S5:move

moving

moved

S6:frighten

frighteding

frightened

S7:...

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）

Sll：rmtiredbecausethisworkistiring.

S12:Thisstoryismoving.Tmmoved.

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(zhǔn)備。

3(Classactivity)Playthetaperecordingof2a.

T:Nowlefsreadthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenand

check.Readthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenand

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(lOmins)：Practiceandconsolidation

1(Individualwork)Finish2bandchecktheanswers.

T:Ithinkyouhavelearnedtheusagesoftheadjectivesverywell.Pleasefillintheblankswiththecorrect

formsofthegivenwordsin2b.

T:Haveyougottheanswers?

T:Let'scheckyouranswers.Whocanreadtheconversationforus?

Workaloneandfillintheblanksinlb.

Ss:...

Ss:Yes.

Pl:...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(Individualwork)Read3andpredicttheanswersbeforelistening.

T:WhathappenedtoMichaelaccordingtotheconversationin2b?

T:WillMr.Brownbeexcited?

T:Yes,Iagreewithyou.Next,youwilllistentoapassageabouthoweverythinggoes.Butbeforelistening,

let'sreadthesentencesin3.Pleasepredicttheanswers.Canyouguessthepartofspeechoftheanswers?

T:Youarergtht.Nowguesstheanswers,please.

T:Youaresosmart.Yourguessingarereasonable.Read3andpredicttheanswersbeforelistening.

SI:Hehasgotabadcoldsohismotherwillstayathomewithhimandcan'tgotoseethefilmTheSound

ofMusic.MichaelwillgivethetickettoMr.Brown.

S2:Yes,Ithinkso.ButIthinkhemustbesorryforMichael.

Ss:Theyareadjectives.

S3:Thefirstonemaybehappyorexcited.

S4:Thesecondonemaybebeautiful.

S5:Thethirdonemaybehappyorexcited.

S6:Thefourthonemaybehappyandsorry.

S7:Thefifthonemaybeniceanddelicious.

聽力練習(xí)之前預(yù)測答案。

2(Individualwork)Playthetaperecordingof3.

T:Let'slistentothepassageandcompletethesentences.Andthenyoucancheckyouranswerwithyour

partners.

T:Haveyougottheanswers?Whowouldliketoreadthesesentencesforus?Listento3andcheckthe

answers.

Ss:...

SI:...

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。

Stage5(9mins)：Pronunciation

StepTeacheractivityStudentactivityDesigning

puipose

1(Classactivity)Playtherecordingof4a.

T:YourspokenEnglishisalmostgood.Butjustasyouknow,agoodEnglishlearnershouldalwayspay

attentiontohispronunciation.Solet'slearnmoreaboutit.First,listentothetapeandfindhowthe

combinedletters"ed”pronounces.

T:Canyousumupthepronuncingrules?Youcandiscusswithyourpartners.

T:Great!YoudidbetterthanIbelieve.Canyouthinkmorewordslikethis?

T:Goodjob!Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.Listenandreadthewords

aloud,payingattentiontothesoundsoftheunderlinedletters.Trytofindtherulesandaddmorewords.

Andthenlistenandtrytoimitate.

S1:Thecombinedletters“ecTpronounces/t/,/d/and/id/.

S1:"ed"pronounces/t/afteranunvoicedconsonant.Butitpronounces/d/afteranvoicedconsonant.And

itpronounces/id/after"t"and"d”.

S2:inveted,frighteded,worried,interested,...

認(rèn)真聽錄音，大單開口，反復(fù)模仿。

2(Classactivity)Theteacherletsthestudentsread

thesentencesintheboxin4b.Ask

themtopayattentiontothestress,

liaisonandintonation.Tellthem

tostressthecontentwordssuchas

nouns,verbs,adjectivesand

interrogativewords.

T:Youknow,thestressandliaisonarealsoimportantinyourpronunciation.Lookatthesentencesinthe

boxin4b.Thesemicolon"'"isthesignofstressand"一'isthesignofliaison.Firstyoucanreadby

yourselvesandpayattentiontothestressandliaisonandintonation.

T:OK,nowlefslistentothetape

andtrytoimitate.Youshould

stressthecontentwordssuchas

nouns,verbs,adjectivesand

interrogativewords.

T:Good!Nowlefschoosethe

correctsentencesintheboxto

completetheconversation.

T:Ithinkyoucanreaditcorrectly

andfluently.Whichpairwouldlike

toreadtheconversationforus?

T:Goodjob!Readthesentencesinthebox

in4b,payingattentiontothe

stress,liaisonand

intonation.

Ss:...

Ss:...

Pl:Letushaveatry...

Remark：

Stage6(3mins)：SummarizingandassigningHMK

StepTeacheractivityStudentactivit