八年级英语上册 Module 7 Feelings and impressions全模块教案 外研版.doc

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
能
句
式
Describe feelings and expressions
That smells delicious!
It tastes too strong.
It doesn’t 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, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare
2. 认读词汇
impression, guy, cookie, recognize, quite, excited
3. 短语
a bit
语
法
Learn to use sense verbs: sound, smell, taste, feel, look

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”, 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写一封回信介绍自己的情况：外貌、喜好等。
Unit 3 主要是语言应用。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4—6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 types 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)
Ⅳ. Teaching plans for each period分课时教案
Period 1 Listening and reading
Language goals语言目标
1. 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+ adj
Ability goals能力目标
Enable students to use sense verbs.
Teaching methods教学方法
Communicative approach.
Teaching 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, 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 go on with the other pictures.
Show the following.
feel, look, sound, smell, taste
T: 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, tight, 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 attention 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. 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 answers.
Sample conversation:
A: What smells delicious?
B: Pizza smells delicious.
A: What doesn’t smell fresh?
B: Cheese doesn’t 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 with 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 Pronunciation 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 like flowers?
-Yes, it smells sweet and looks beautiful.
Step IV Homework
Ask 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 writing
Language goals语言目标
1. Key vocabulary重点词汇
nervous, hair, dark, fair, glasses, dance, especially proud, stupid, angry, stranger, excited, bicycle
2. Key structures重点句式
She’s tall with short hair.
She’s wearing …
She’s 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 computer and a projector.
Teaching procedures and ways 教学过程与方式
Step I Revision
Talk 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 today 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. They 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, introduce 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 picture.
S: She’s tall, beautiful and lovely.
T: What about her hair?
S: It’s long and black.
T: She’s 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: She’s tall with short hair.
S: She’s young.
S: She’s smiling. She’s pretty.
T: Great. How about her clothes?
S: She wears jeans and T-shirt.
T: Good. Let’s 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 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 didn’t meet before and they didn’t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally’s looking.
After a while, ask students to read out loud the sentences, and then find out the right photo.
Sample sentences:
I’m quite tall, with short fair hair, and I wear glasses.
I’ll wear jeans and a T-shirt for the journey, but I’ll also carry my warm 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 --- I love dancing!
I enjoy sports as well, especially tennis.
2. I’m very proud of him!
I feel stupid when I get bad marks and I get angry with myself --- I should work harder.
… and I’m quite shy when I’, with strangers.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong …
But I’m 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 Speaking
Ask students to do activity 4.
Samples description:
The girl in the right photo
She is tall with short hair, and she is wearing glasses. She’s carrying a warm coat. She looks happy and young.
Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is.
Samples description:
1. She’s cheerful She’s tall and slim with long, fair hair. Guess who she is!
2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is!
Encourage students to talk about their hobbies using the following sentence structures and phrases.
I spend a lot of time with …

I love … I enjoy … As well
Sample description:
I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well.
Pairwork
Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down.
Sample sentences:
I hope you will recognize me from my photo when I arrive at the airport.
I feel stupid when I get bad marks …
Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I’m quite shy when I’m with strange4rs.
I feel nervous when I speak Chinese, but I’ll be fine after a few days.
I’m always sorry when I do something wrong, so please help me do the right things when I’m with you in China!
Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5.
Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6.
Sample dialogues:
1. – When do you feel angry?
– When I get bad marks.
2. – When do you feel excited?
– When I see a film.

Step IV Writing
Ask students to write a reply to Lingling and describe themselves in the letter.
Sample version:
Dear Lingling,
Thank you for your message. I’m very glad to hear from you. You said you’ll come to our country next month. It’s great!
I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll find each other!
Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children’s songs every evening.
I’m looking forward to meeting you. See you next month!
Love Jane
Step V Homework
Ask students to
1. read the letter repeatedly.
2. write a description of a friend or a family member.
Period 3 Speaking and listening
Language goals语言目标
1. Key vocabulary重点词汇
afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly
2. Key structures重点句式
I feel … when I …
Ability goals能力目标
Enable students to use “when” structure and describe others.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式
Step I Revision
Ask some students to show their work.
Sample version:
I have a good friend. Her name is Yuan Meng. She has long hair and two big eyes. She is
very lovely, nice and friendly. She is good at drawing and I admire her very much. She often 
shows me her pictures. She often wears a blue T-shirt and white trousers. She likes white very much. And she sings very well. Her voice sounds sweet and soft. She looks pretty.
 Yuan Meng is my best friend. We will send E-mails to each other.
Talk with students about their likes.
T: What do you like? And why?
S: I like bananas. It tastes sweet.
S: I love pan cakes. It tastes delicious.
S: I like pop music. It sounds great.
…
Then ask them to put the following sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following.
1. 那个闻起来真香！
2. 它尝起来味道挺浓烈的。
3. 它尝起来不新鲜。
4. 它让人感觉软绵绵的，很舒服。
5. 她的声音好听。人也长得漂亮。
Step II Speaking and listening
Likes dislikes and feelings
Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences.
For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we don’t add “s” after sense verbs.
Describing others
Ask students to do activities 4—6 on page 60.
For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We can’t see “friendly” or “nice,” but we can judge from someone’s behavior. Then ask them to match the words with the questions and put them in the box.
Check their answer with the whole class. Then ask them to do activity 6.
Pairwork
Go on with activity 5.
Sample dialogue:
A: What does your mum look like?
B: She’s tall and slim.
A: What’s you