仁爱版八年级英语下册全册教案文档格式.docx

仁爱版八年级英语下册全册教案文档格式.docx

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invitesb.todosth.

preparesth.forsb.

saythanks/goodbye/hello/sorrytosb.

aticketto…

3.学生能自如地运用以下功能句进行交流。

-Howareyoudoing?

-Verywell,thankyou.

Guesswhat!

Whatapity!

Skillaims：

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。

Emotionalaims：

通过对SectionA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。

教学

重点

难点

Keypoints：

学生在交流中能自如地运用系表结构和以下短语：

saythanks/goodbye/hello/sorryto

sb.

Difficultpoints：

1.学生对功能用语Howareyoudoing?

的理解。

2.描述他人情绪时连系动词正确形式的运用。

准备

多媒体课件

教

学

过

程

1.Greetthestudentsandmakethemreadyforlearning.Theteacherplaystheflashofthesong,DoReMi.

2.Theteacherasksthestudentsiftheyarehappytoseeeachotherafterthewinterholiday.

3.Theteachershowsthethirdpictureof2onthescreen:

Dotheylookhappy?

4.Showallthepictures,wordsandtheexampleof2onthescreenonebyone.Letthestudentsaskandanswerinpairsaccordingtotheexample.Letthestudentspaymoreattentiontotheformoftheverbs.Finish2.

（Theteachercandividethestudentsintofourgroups.Thentellthestudentsthattheycangetonepointortwopointsorthreepoints…whentheyanswerthequestionsormakeconversationscorrectly.Themostexcellentstudentscanget1pointonce,andthenormalstudentscangetmorepointswhentheyanswerthesamequestionormakeupsimilarconversat

ions.）

1.Askthestudentstoobservethepictureof1aandanswerthequestion:

DoKangkang,Jane,MariaandMichaellookexcited?

Leadtothelearningoftheconversation.

2.Theteacherasksthestudentstoreadthestatementsin1b.

3.Theteacherasksthestudentstoreadthepartsfirstlyandformajudgment.

4.Theteacherplaystheflashof1aforthefirsttimewithoutsto

pping.

Letthestudentslistentoandmatchthethreepartsof1b.

5.Theteacherplays1aforthesecondtime,stoppingwhennecessary.

6.Thenasktwostudentstotellanswersto1b.

7.LetthestudentsthinkaboutwhyKangkang,Jane,MariaandMichaellooksoexcited.Explainthenewwordinvitebyshowingapictureofhavingdinner.

1.Theteacherletsthestudentsaskandanswerquestionsinpairsbased

on1b.Finish1c.

2.Theteacherasksthestudentstoread1aandcompletethepassage.Theteacherofferstwoorthreeminutestothestudentstofinish1d.

3.Theteacherletsthestudentscorrectthewrongwords.

4.Theteacherplaystherecordingsentencebysentence.

5.Theteacherplaystherecordingwithoutstopping.

6.Theteacherletsthestudentsread1a,andthenasksthemtolearningroupstofindoutthedifficultpoints.Atlastletthemsumupthemainpointsoftheconversation.

7.Theteac

hermakesasummarytoexplainthekeypointsanddifficultpointstothestudents:

（1）-Howareyoudoing?

-Verywell,thankyou.

（2）linkingverb+adjective

（3）Guesswhat!

（4）invitesb.todosth.

（5）oneof+最高级+名词复数

（6）preparesth.forsb.

⑺saythanks

/hello/sorry/g

oodbyetosb.

（8）aticketto

1.Theteacherencouragesthestudentstolookatthepicturesin3andguessthefeelingsofthepeople.Giveaforecasttotheadjectivesofdescribingfeelingstheywillfillintheblanks.

2.Theteacherplaystherecording.

3.Lettwoorthreestudentstelltheiranswers.

4.Theteacherplaystherecordingandpausesaftereachconversation.

5.Theteacherplaystherecordingthethirdtimewithoutstopping.

6.Theteacherchecksthestudents’answers,callingfourstudentsfromeachgrouptoshowtheiranswersontheblackboard.Theteachercorrectsthewrongparts.Payattentiontotheformofthelinkingverbs.

7.Letthestudentsaskandanswerquestionsinpairsbasedon3.Giveoutthesuitablepointstoeachgroup.

1.Theteacherorganizesthestudentstomakeuptheconversations,usingthelinkingverbsandtheadjectivesin4inpairs.Helpstudentstoreviewthewaystoexpressgreetings.Encouragethemtousemoreexpressions.

2.Letthestudentsshowtheirownproductionsbyactingouttheirconversations.

Theteachergivesoutthesuitablepointstotheirproductions.

3.Theteachersumsupthestudents’conversations.

Teachthemtocareforothers’feelings.

4.Theteachershowsthesummarytothestudents.

5.Theteacherassignshomework:

（1）Reviewthesummaryafterclass.

（2）Askstudentstowriteapassageaccordingtotheconversationin1aandreadittothewholeclasstomorrow.

（3）PrepareSectionBafterclass.

作业

布置

完成同步练习

课堂总结

It’seasyforthestudentstounderstandthestructureof“linkingverb+

adjective”.Butit’salittlehardforthestudentstousethecorrectformof

thelinkingverbsintheirownconversations.Teachershoulddesignmore

oralpracticeforthestudents.

Unit5FeelingexcitedTopic1SectionB

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“linkingverb+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。

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。

通过对SectionB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。

1.linkingverb+adjective

2.正确运用以-ed结尾的形容词和以-ing结尾的形容词。

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。

1.Greet

thestudentsandmakethemreadyforlearning.Playtheflash,DoReMi.

2.Askfourstudentsfromdifferentgroupstoreadthepassagetheyhavewrittenaccordingto1aofSectionA.Giveoutthesuitablepointstoeachgroup.

3.Letthestudentsobservethepictureof1aandguess:

WhydoesMr.Brownlooku

nhappy?

4.Learnthenewword“seem”.Theteacherpointsatthepicture,indicating“Mr.Brownlooksunhappy.Heseemsunhappy.”

1.Finish1b.Theteacherasksthestudentstoreadthestatementsin1b.

2.Theteacherplaystherecordingforthefirsttimewithoutstopping.

3.Theteacherplaystherecordingforthesecondtime.

4.Theteacherletsstudentsread1acarefullyandcheck1b.

5.Check1b.Theteachercallstwostudentstotelltheiranswers,thencorrectsthewrongones.

6.Theteacherletsthestudentschecktheirguessing:

WhydoesMr.Brownseemunhappy?

7.Theteacherletsthestudentsread1aandfindoutallthe“linkingverb+adjective”structures.

8.Writeallthephrasesontheblackbo

ardaccordingtothestudents’telling:

seemunhappyfeeldisappointedbeinteresting/funbeboring

beexciting

9.ShowsomepicturesofCatsandAvatar.Introducethemsimply.

1.Theteacherplaystherecordingof1asentencebysentence.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofinish1c.

Giveoutthesuitablepointstoeachgroup.

4.Theteacherasksthestudentstoreadthewordsin2a.Remindthemtopayattentiontothestressandtheunderlinedparts.

5.Theteacherplaystherecordingof2a.

6.Theteacherasksthestudentstoobservethewordsandsumuptheirusages.

7.Theteachersumsuptheusagesoftheadjectivesendedwith–edand–ing.

1.Theteacherasksthestudentstofillintheblankswiththecorrectformsofthewordsinthebrackets.Finish2b.

2.Organizethestudentstochecktheanswers.

3.Theteacherplaystherecordingof3forthefirsttimewithoutstopping.

4.Theteacherplaystherecordingfortheseco

ndtime.

5.Check3.Theteachercallstwostudentstotelltheiranswers,thencorrectsthewrongones.

6.Theteachershowsphoneticcards/t/,/d/and/id/.

7.Theteacherpronounces/t/,/d/and/id/.

8.Theteacherletsthestudentsreadthephoneticsandthegivenwords,andthenasksthemtofindouttherulesforspelling.

9.Theteachershowsthecardswithmoresimilarwords.

10.Theteacherletsthestudentsreadthesentencesintheboxin4b.Askthemtopayattentiontothestress,liaisonandintonation.Tellthemtostressthecontentwordssuchasnouns,verbs,adjectivesandinterrogativewords.

11.Theteacherreadsthesentencesof4b.

12.Theteacherletsstudentschoosethecorrectsentencestocompletetheconversation.Finish4b.

1.Theteacherasksthestudentstopreparetheactionoftheconversa

tionof1aingroupsoffour.Giveoutthesuitablepointsafteracting.Encouragethemtohavethegoodhobbiesintheirfreetimeandcareforothers.

2.Theteacherorganizesthegame:

BrainStorms.Letthestudentssayoutmorelinkingverbsandadjectivesinoneminute.Giveoutthesuitablepointsafterthat.

3.Theteacherasksthestuden

tstosumupthemainpointsoftoday’slesson.Thentheteachermakesacomplement.

4.Theteacherassignshomework:

（1）Makeupsentenceswiththelinkingverbsandadjectivesthe

studentshavementioned.

（2）Reviewthesummaryafterclass.

（3）SearchtheInternetforsomeinformationaboutthemovie,TheSoundofMusic,toprepareforSectionCafterclass.

Studentsunderstandthestructureof“linkingverb+adjective”wellandtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercisesabouttheusagesofadjectivesendedwith–edand–ing.TheyareveryinterestedinthemovieTheSoundofMusicafterlearningSectionAandB.

It’shelpfulfor