八下U5T1(p1).doc

Unit5 Feeling Excited
Topic1 You look excited.
教学内容分析及课时分配建议：
本单元以Feeling Excited 为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法；主要句型和语法是感动词的基本用法，如：You look excited.和How does the music sound?同时，还学习有关情绪和感受的形容词。如：longly, frightened, worried, interested, upset, surprised等，并通过Project的活动以作报告的形式介绍自己最喜欢的电影、剧目或者故事， 对本话题所学内容进行真实的应用。
本话题建议用5个课时来完成。
第一课时：SectionA-1a, 1b, 1c, 1d, 2
第二课时：SectionA-3,4 SectionB-1a,1b,1c
第三课时：SectionB-2a,2b,3,4a,4b
第四课时：SectionC-1a,1b,1c,2a,2b,3
第五课时：SectionD-Grammar and Functions, 1, 2a, 2b, Project

第一课时（SectionA-1a, 1b, 1c, 1d, 2）
教学设计思路：
本节课主要活动为Section A -1a和2。
本节课的课型为听说课。教学目标的重点是系表结构的用法。在导入部分利用师生交谈的方式让学生充分感知系表结构。在Pre-listening环节中，通过预测1b的答案尝试使用系表结构的同时了解对话大意，降低听力的难度。While-listening环节，重点在于听力的训练。在多次反复听的过程中，完成由易到难的任务，同时兼顾说的训练。Post-listening环节以语言的运用为主，同时总结系表结构的用法。

Ⅰ. Teaching aims
1. Knowledge aims：
（1）学习并掌握新词汇
invite， film， smell， disappointed
（2）掌握感官动词，如：look，smell，feel，sound，taste等的基本用法。
（3）能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
①问候
—How are you doing?
—Very well, thank you.
②转达感谢
Please say thanks to your room.
③惋惜
What a pity!
④询问和表达个人观点和看法
How do the flowers smell?
⑤引出话题
Guess what!
⑥描述感受
You look excited.
2. Skill aims:
能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的交流。
3. Emotional aims:
能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。
4. Culture awareness:
Ⅱ. The key points and difficult points
1. Key points:
学生在交流中能自如地运用感官动词
2. Difficult points：
感官动词的用法。
Ⅲ. Learning strategies
1. 通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。
2. 鼓励学生学会将词汇按词性分类，并总结归纳语法项目。
Ⅳ. Teaching aids
多媒体课件/图片
V Teaching procedures
Stage 1(1mins)：Getting students ready for learning
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Greet and warm up.
T: Good morning, everybody! Nice to see you again!

T: How are you doing?

Greet and warm up.

Ss:Good morning, Miss… Nice to see you,too.

Ss:Very well, thank you.

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多种方式，如唱歌、游戏、值日报告、自由讨论等。
Stage 2（10mins)： Lead-in
Step
Teacher activity
Student activity
Designing purpose
1(Class activity)
Collect some pictures of the teachers and the students’ holiday life before class. Then show them on the screen. Talk about the pictures using the target language and lead in the topic.
T:How was your holiday?

T:Did you go traveling? Where did you go and what did you do?

T:What a wonderful experience! I believe that everybody has a unforgettable winter holiday. Anyway, holiday is always relaxing and pleasant. I collected some pictures of our teachers and our classmates who were on holidays. Let’s enjoy them.
T: Look at this picture. Who is he? What is he doing? Look at his smiling face, he feels very happy, doesn’t he?

T:And how about the second one?What happened to her? How does she look?

T:…

T:By the way,did you see any movies in your winter holiday?

T:What movies did you see?

T:Really? I heard that it’s a wonderful movie. What a pity! I wasn’t able to buy a ticket to it. I think I’ll see it next time.
T:How did you feel when you see the movie…?

T:Even though I feel a little disappointed because I missed the movie…, I saw another wonderful movie named the sound of music. Have you seen it?

T: I believe this movie will make you feel pleased and relaxed. So I advise you to see it if you have time.
Talk about the pictures.

Ss: Fine. ...

S1:…
S2:…

Ss: Yes.

S3: She looks excited.

S4:…

Ss:Yes.

Ss:I see the movie…

S5:I feel…

Ss: Yes/No.
利用目标语言谈论假期生活，让学生充分感知感官动词。导入1a。
Remark：将功能句自然地运用在师生交流中。
Stage 3（5mins)：Pre - listening
Step
Teacher activity
Student activity
Designing purpose
1( Class activity )
Ask the students to predict the answers to 1b.
T: Well, Kangkang’s parents will invite other children’s parents to see this movie. On hearing this news, how do they feel?Read 1b first and you can guess the answers.

T:Why?

T: How about their parents? How do they feel?

T: Mr. Brown feels disappointed because he couldn’t get a ticket to the movie. When some desired event has not happened, we may feel disappointed. What things can make you feel disappointed?

Predict the answers to 1b.

S1: I think they feel happy.
S2: I think they feel excited.

S3: Because they can spend the evening together.

S4: They feel happy because they will go to see the movie.

S5: My good friend didn’t come to see me, I feel disappointed.
S6:I feel disappointed because we failed this football game.
通过预测1b的答案，帮助了解对话的内容，降低听力的难度。同时练习系表结构。

Remark：通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。
Stage4（12mins)：While - listening
Step
Teacher activity
Student activity
Designing purpose
1(Individual work)
Play the recording of 1a, and ask the Ss to match the three parts in 1b.
T:Good！ Now let’s listen to the conversation in 1a and match the three parts in 1b. And then you can check your guessing with your partners.

Listen to 1a and match the three parts in 1b. Check the answers.

Ss:…
由易到难设置听力任务，进行听力训练。
2(Pair work)
Play the tape recorder again.

T:Let’s listen to the conversation again. Pay attention to their feelings. And then you can ask and answer in pairs according to the example of 1c.
Listen to 1a again and pay attention to the people’s feelings. Ask and answer in pairs according to the example of 1c.

P1:…

3(Individual work)
Play the tape recorder again.

T:Well done! Now let’s listen again and you can complete the passage in 1d.
T: Let’s check your answers. Who would like to read this passage for us?

Listen to 1a again and complete the passage in 1d.

S1:…

Remark：
Stage 5（12mins)： Post- listening
Step
Teacher activity
Student activity
Designing purpose:
1(Group work)
Ask the students to read 1a.
T: Now let’s work in groups and read the dialog in roles. Pay attention to the pronunciation and intonation. And I’ll ask some groups to read and act it later.
Read and practise the conversation in groups.

G1:…

2(group work)
Draw some pictures of facial expressions (sad, excited, angry, disappointed, happy etc.) on the Bb quickly or show them on the screen. Encourage the students to say out the corresponding adjectives. Write down the adjectives on the Bb.
T:Look at this picture. How does he feel?

T: How about this one?How does he look?

T: And this one?

Show the third and the fifth pictures of 2.
T: Look at the pictures (the third one). How do they look?

T: How do they feel? (the fifth one)

Show the rest pictures in 2 and some other pictures the teacher collected before class. Write down the link verbs and adjectives.
T: Look at these picture and the example. How do the flowers smell?

T:Can you ask and answer according to these pictures and the words?
Say out the adjectives

S1: He feels sad.

S2: He looks disappointed.

S3: …

S4: They look happy.

S5: They feel excited.
Talk about the pictures.

S6:They smell nice.

P1:…
巩固感官动词的用法，完成2。为语法的总结做铺垫。
3(Group work)
Summarize the basic use of linking verb.
T:In this lesson we have learned some linking verbs and some adjectives. Can you summarize them? You can discuss in groups.

T: “Linking verb + adjective” is a very useful structure. We can use it to express our feelings and opinions. I hope you can use it freely in your daily life.
Summarize the basic use of linking verb in groups.

S1: Linking verbs: look, feel, sound, smell, taste…
S2:Adjectives: happy, excited…

Remark：鼓励学生学会将词汇按词性分类，并总结归纳语法项目。
Stage 6（5mins)： Summarizing and assigning HMK
Step
Teacher activity
Student activity
Designing purpose
1（Class activity)
Ask the Ss to summarize and consolidate what we have learnt in this lesson.
T: OK. Class will be over soon. Now let’s summarize what we have learnt in this lesson. What do we learned and what can you do after this lesson?
T: What important structure did we learned?

T: Yes, we can use it to express our feelings and opinions. What useful functions did we learned?

T: Good job! And we also learned some key phrases.
Ss Summarize this lesson.

S1: Linking verb + adjective.

S2:—How are you doing?
—Very well, thank you.
S3:Guess what!
S4:Really?
S5:Sounds great!
S6:What a pity!

S7: invite sb. to do sth.
S8: one of +最高级+ 名词复数
S9:say thanks to
S10: a ticket to
1.总结本课所学，帮助学生使知识条理化。
2.了解学生的掌握情况。
3.帮助学生再一次巩固本课的知识点。

2 (Class activity)
Assign HMK.
T: For today’s homework, I’d like you to remember the new words and phrases. Please practice 1a and 2 with your partner. And then you should preview Section A-3,4 & Section B-1a,1b,1c.

适当的家庭作业有助于巩固课堂所学的知识。
Remark：帮助学生分类做课堂小结,可使知识脉络清晰,有条理.
VI . Blackboard design
第一课时 (SectionA-1a, 1b, 1c, 1d, 2)

1. -How are you doing?
-Very well, thank you.
2. linking verb + adjective
3. Guess what!
4. invite sb. to do sth.
5. one of +最高级+ 名词复数
6. prepare sth. for sb.
7.say thanks/ hello/ sorry / goodbye to sb.
8.a ticket to…