#外研版八年级英语上册 Module 7 精品教案.docx

1、#外研版八年级英语上册 Module 7 精品教案外研英语八年级上Module 7 Feelings and impressions全模块教案I. Teaching goals 教学目标 技 能目标 听Listen to conversations and passages involving the description of someone说Talk about likes and dislikes 读To read a description of someone写Describe yourself Write a simple description of someone 语言目标功

2、能句式Describe feelings and expressionsThat smells delicious!It tastes too strong. It doesnt smell fresh. It feels very soft and comfortable. She sounds really nice. And she looks very pretty. 词汇1. 重点词汇feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweat

3、er, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare2. 认读词汇impression, guy, cookie, recognize, quite, excited3. 短语a bit 语法Learn to use sense verbs: sound, smell, taste, feel, l

4、ook重点句子1 It smells delicious /sour/fresh.2. It feels soft/comfortable.3. It tastes salty/fresh/sweet.4. That sounds nice.5. He /she looks smart/pretty.6. These shoes feel tight.7. I feel nervous when I 8. I feel a bit sad when I II. Teaching material analyzing 教材分析 本模块的主题是“Feelings and Impressions”,

5、 教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。活动7和8 是对本

6、单元语音语调规则的训练及实践运用。Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的时间状语从句。活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。要求学生运用所给词汇谈论图片中人物形象。活动2 是Sally写给其笔友Lingling的一封信，要求学生读后根据信中描述找出正确的图片。活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。活动4要求学生仿照信件中Sally对自己外表的描述，描述照片中人物的形象。活动5和6 要求以回答问题和两人对话的形式，运用when 引导的时间状语从句谈论别人及自己的感受。活动7要求按照提示给Sally写一封回信

7、介绍自己的情况：外貌、喜好等。Unit 3 主要是语言使用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动46侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。 III. Class type

8、s and periods 课型设计与课时分配Period 1 Listening and reading (Unit 1)Period 2 Reading and writing (Unit 2: 1-4 and 7) Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6)Period 4 Integrating skill (Unit 3: 1-3；7-12) . Teaching plans for each period分课时教案 Period 1 Listening and readingLanguage goals语言目标1.

9、 Key vocabulary重点词汇feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce 2. Key structures重点句式Sense verb+ adjAbility goals能力目标 Enable students to use sense verbs. Teaching methods教学方法Communicative approach. Teach

10、ing aids教具准备A tape recorder, some pictures and some objects. Teaching procedures and ways教学过程与方式Step I Lead-in Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner,

11、and then call back the answers from the whole class.T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess. S: She must smell something terrible. T: What is the man?S: A cook. T: Yes. What is he doing?S: He is tasting something.Write “taste” on the board. Then

12、 go on with the other pictures. Show the following. feel, look, sound, smell, tasteT: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tigh

13、t, etc. Ask students to read the words and sentences in activity 2 repeatedly. Step II Listening and reading Listening In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures. A few minutes later, call back the answers. Then call attentio

14、n to the structure: Subject + sense verb + adj T: We can use the structure to express our feelings. Reading Ask students to read through the conversation individually and then play the tape and have them read and follow.Ask them some questions to check their comprehension.a. What is Betty doing? b.

15、What is Lingling doing?c. How does the onion taste?d. How does the pizza taste?e. Who is going to the airport? And why?Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one an

16、swers. Sample conversation:A: What smells delicious?B: Pizza smells delicious.A: What doesnt smell fresh?B: Cheese doesnt smell fresh.T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer w

17、ith your partner.After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after “eye, mouth, nose”, three of the blanks.Check the answers.Step III P

18、ronunciation and speaking Do the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes.Sample dialogue: - Do you like Beijing roast duck?-Yes, I do. It tastes delicious. Do you

19、like flowers?-Yes, it smells sweet and looks beautiful. Step IV HomeworkAsk students to 1. read the conversation repeatedly.2. learn Everyday English on page 57 by heart. 3. finish activities 1, 2 and 6 in the workbook.Period 2 Reading and writingLanguage goals语言目标 1. Key vocabulary重点词汇nervous, hair

20、, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structures重点句式Shes tall with short hair.Shes wearing Shes carrying Ability goals能力目标 Enable students to learn to write about a person. Teaching methods 教学方法 Bottom-up approach. Teaching aids教具准备A comput

21、er and a projector. Teaching procedures and ways 教学过程与方式 Step I RevisionTalk about feelings and impressions with students. Ask students who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear?S: Jeans. T: Many people, young or old, wear jeans toda

22、y. Jeans are so popular, do you know why?S: Because they look beautiful!Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not?S: Yes. I love swimming in the sea because the sea feels great.T: Silk clothes were first made in China. T

23、hey are still popular today. Why are silk shirts so popular in China?S: Because they feel soft and look beautiful. Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures. Step II Vocabulary In this step, int

24、roduce some new words and talk about the pictures to prepare for the reading.T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left pict

25、ure. S: Shes tall, beautiful and lovely.T: What about her hair?S: Its long and black.T: Shes tall with long black hair. (Write on the board) Is she young?S: Yes.T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl.S: Shes tall with

26、short hair.S: Shes young.S: Shes smiling. Shes pretty. T: Great. How about her clothes? S: She wears jeans and T-shirt.T: Good. Lets come to next step.Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading In

27、 this step, ask them to read the letter individually and find out the right photo. T: Sally is going to meet her friend Lingling at the airport. But they didnt meet before and they didnt know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her

28、 letter and underline the sentences about Sallys looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: Im quite tall, with short fair hair, and I wear glasses. Ill wear jeans and a T-shirt for the journey, but Ill also carry my warm

29、 coat. T: Good. Can you find her now? Point out the picture. Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Sample sentences: 1. but I also like dance music -

30、I love dancing! I enjoy sports as well, especially tennis. 2. Im very proud of him! I feel stupid when I get bad marks and I get angry with myself - I should work harder. and Im quite shy when I, with strangers. I feel nervous when I speak Chinese, but Ill be fine after a few days. Im always sorry w

31、hen I do something wrong But Im very excited about coming to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5. After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons. Step III SpeakingAsk students to do activity 4. Samples description:The girl in the right photoShe is tall with short hair, and she is wearing glasses. Shes carrying a warm