广东省惠东县教育教学研究室八年级英语下册Module1Unit2IfeelnervouswhenIspeakChinese教案.doc

Unit 2 I feel nervous when I speak Chinese
主备人： 审核人： 复备人：____________
一、 教学内容：Unit 2  I feel nervous when I speak Chinese.
二、 课型：Reading and writing
三、 教学目标：

2、进一步学习感官动词feel look smell taste的用法，在理解的基础上，学会用它们表达情感
3、能读懂对人外貌和性格的简单描述。
4、通过本课的篇章学习，使学生能够正确描写出一个人的外貌﹑性格、爱好等。

四、教学重难点：
1、理解感觉和知觉系动词的构成及掌握自我描述的表达方式。
2、能够运用感官动词，正确描写出一个人的外貌﹑性格、爱好等。
五、教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件。
六、教学过程：
教学
步骤
教师活动
学生活动
设计意图

Step One
Warming-up (3’)

Warming-up
Play a game.
Organize all of them to stand up and play a game :Simon says Touch your nose

The whole class play a game .Touch their body part as the teacher gives orders.
通过游戏的方式来调动学生的积极性，培养学生的兴趣，并巩固这些感觉器官的名称，.顺利地导入本课话题。

Step Two
Pre-
reading
(5’)

Teach the new words.
1 Teach new words about appearance with some pictures. ( dark fair glasses….) (Activity 1 )

2.Play a guessing game.(Activity 4)
Teacher: I have a little good friend, what does he look like? “He is quite tall and strong. He has small eyes and short hair. He is in Row5 .And he is wearing glasses. Who is he?”Give the key points to describe a person.
3.Organize them to read the new words together.

1 Learn new words about appearance . ( dark fair glasses….)

Students guess and say the answer. Then it’s their turn to describe their classmate for the whole class to guess.

3.Read the new words together
通过图片引导学生谈论外貌，学习本课词汇,图片形象直观，容易调动学生积极性，迅速地把注意力转移到课堂之上。
设计这个游戏主要是为了让学生学会如何描述人的外貌，为接下来的文章学习做重要的铺垫。

学生以齐读的方式纠正自己的读音、强化记忆。
Step Three
While-
reading (24’)

Step Three
While-
reading (24’)

1. Scanning
Ask them to scan Sally‘s letter and find out which is her photo. ( Activity 2)
2. Skimming.( Activity 3)
Ask students to skim the letter and match the questions with the paragraphs.
a) What are your hobbies?
b) How do you feel about
coming to China?
c) What do you look like?
3.Careful reading.
Paragraph 1 and 2
(2) Ask the students to read Paragraphs 1 and 2 and fill in the blanks and describe Sally.
This is Sally. She’s _____ ____ with _____ ___ hair, and she wears _______.
She’ll wear _____ and a ______ for the journey, but she’ll also carry her _____ _____.
(2)Let the students read Paragraph 1 and 2 in groups
of four and find out difficulties.
(3)Ask them to solve the difficulties in groups.
Paragraph 3
(2) Ask the students to read Paragraph 3 and choose “T” or “F”.
①Sally spends a lot of time
 playing classical music 
with her friends at school.
( )
②Sally is proud of her sister. ( )
③ Sally thinks she should work harder. ( )
(2) Ask a student to be “a little teacher” to check the answers.
(3) Let the students read Paragraph 3 in turns and the other students listen carefully to point out important points.
(4)Solve the difficulties.
Paragraph 4 (Activity 5)
(1)Ask the students to read Paragraph 4 carefully and answer the following questions.
How does Sally feel when she…?
1)gets bad marks at school? 2)leaves her mum and dad?
3)is with strangers? 4)speaks Chinese?
5)does something wrong? 6)flies?
(2) Organize the whole class to read together And ask some students to come to the blackboard and show out some difficult language points that they found in this paragraph.
4 Practise reading.
Get the students watch a video and read with it, then let them read loudly in groups.
5.Excercises: (Activity 6)
Ask the students to complete the passage with the correct form of the words in the box.

Scan Sally‘s letter and find out her photo..

Students skim the passage and match the questions with the paragraphs..

(2) Students read Paragraphs 1 and 2, then fill in the blanks and describe Sally.

(2)Students read Paragraph 1 and 2 in groups of six and find out difficulties.

(3)Solve the difficulties together.

(2) Students read Paragraph 3 and choose “T” or “F”.

(2) A little teacher checks the answers.

(3) Students read Paragraph 3 in turns and the other students listen carefully to point out important points.

(4) Take notes.

(1)Students read Paragraph 4 carefully and answer the following questions.

(2)Some students come to the blackboard and show out some difficult language points that they found in this paragraph.

Students watch a video and read with it, then read loudly in groups.

Complete the passage with the correct form of the words in the box.

要求学生快速阅读课文，找出与本课描述一致主人翁的照片。
通过快速阅读，学生大致了解了每个段落的主旨内容。

让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。

读书在英语学习中起着相当重要的作用，熟能生巧，通过跟读来学习正确的语音语调，通过小组朗读来互相学习，培养合作精神。
以

Step Four
Post-
reading
(10’)
Speaking.
1 Ask the students to make a survey about their net pals.
What does your net pal look like? How does he\ she …feel when he/she ……?And fill in the form.
2.Retelling
Complete the passage with the words in the box.
Sally is Lingling’s penfriend. She is (1)______ tall and has (2)________ fair hair. She(3) ________glasses. She likes both (4)__________ music and(5) ________ music.She enjoys sports (6)____________, especially tennis. She’s very(7) ________ of her brother because he's good at everything. She often (8)______ a bit sad at first when she(9)__________ her mum and dad, and she’s quite(10)_____________when she is with strangers. She feels(11)________ when she speaks (12)____________, but she’ll be fine in a few days.

Organize the Ss to retell the passage with the information below.
.

Make a survey in pairs and then give a report..
Possible answer:
My net pal has short black hair. He always wears glasses…. When he talks to girls, he often feels nervous.

Try to retell the passage with the information below.

通过学生感兴趣且比较新颖的话题“介绍你的网友”来设计一个调查任务，让学生进一步巩固本课重点，达到言语输出的目的。
复述课文能使学生加深对课文内容的理解。

Step Five
Summary（2’）
1.Get the students to
sum up the language points.
T: What have we learned today?
Ss:……

2.Let the students choose the best groups in this lesson.
1.Sum up the language points.
（1）Feelings
Students summary:
How do you feel when …?
I feel nervous / proud / stupid /
angry / excited…
（2） Describe a person:
What does she / he look like?
（3）Phrases:
Thanks for + n. / v.-ing
hear from sb
can’t wait to do sth
recognize sb from
be proud of + n. / v.-ing
a bit & a little
as well
2.To choose the best groups.
引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。

简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。
Step Six
Home-
work
（1’）
(Activity 7)
Write a message to your net-pal and describe yourself.
Use the information in Activity 7 to help you.
课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。
板书
设计
Module 1 Feelings and impressions  小组评价
Unit 2  I feel nervous when I speak Chinese. T1 T2 T3
1. It was great to hear from you and I can’t wait
to meet you.
2.I'm quite tall，with short fair hair, and I wear glasses
  3.I enjoy sports as well
4. I'm very proud of him!
5.I feel nervous when I speak Chinese.

一、根据句意和汉语或首字母提示完成句子。
1.If you want to get good ________ (分数), you should work harder
2. His _________业余爱好) is collecting stamps.
3. —Excuse me，could you tell me how I can get to the railway station? —Sorry, I am a s_________ here.
4. What a l________ dog! I like it very much.
5. When Jimmy a________ in Shanghai, it was raining.
6. Apples are hard. Bananas are s____ .
7. My mother bought an apple p___ for me yesterday.
二.单项选择
( )1. The little boy doesn’t like the soup because it tastes _______.
A sweet B worse C bad D well
( )2. –What ______ news it was! - Yes, all of the children were _____
A. excited，exciting B. exciting，exciting
C. exciting ，excited D. excited，excited
( )3. The teacher’s words made us _____ very happy.
A feel B felling C to feel D felt;
( )4. Tom’s father told him not to be afraid of _____ in public.
A to speak B speaking C speak D speaks
( )5. He bought _______ books with ________ money.
A a few; a little B a bit; a little C a few; a bit D a little; a few
三、完成句子。
1. 最近你受到Jack的来信了吗?
_____ ________ _______ _________ __________ recently?
2. They gave me some presents for birthday. I_______ _______ _________(迫不及待地)open them at once.
3. 谢谢你告诉我关于Sally喜欢做什么?
_________you________ _________me_________ what Sally _______ _____-___?
4. 这个男孩看起来像他的哥哥.
The boy_____ _____his _____brother.
5.这孩子既健康又活泼。
The child is lively _____ ______ _______healthy.
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