初中英語《Section B》教案科普版八年級下冊-八年級英語教案

Unit5FeelingExcitedTopic1Youlookexcited.SectionB教學(xué)內(nèi)容分析：本單元以FeelingExcited為主題。第一話題通過Kangkang和朋友們談?wù)撍麄兊母改敢约癕r.Brown去看電影的有關(guān)事件，學(xué)習(xí)問候、轉(zhuǎn)達感謝、表達觀點和看法、表示遺憾等的表達法；主要句型和語法是感官動詞的基本用法，如：Youlookexcited.和Howdoesthemusicsound?同時，還學(xué)習(xí)有關(guān)情緒和感受的形容詞。如：lonely,frightened,worried,interested,upset,surprised等，并通過Project的活動以作報告的形式介紹自己最喜歡的電影、劇目或者故事，對本話題所學(xué)內(nèi)容進行真實的應(yīng)用。第一課時（SectionB-1a,1b,1c,2a,2b,3）教學(xué)設(shè)計思路：本節(jié)課主要活動為SectionB-1a,1b,1c。本節(jié)課在上節(jié)課學(xué)習(xí)系表結(jié)構(gòu)的基礎(chǔ)上談?wù)搨€人喜好及對事物的看法。所使用的句型仍然是感官動詞+形容詞。所以在復(fù)習(xí)導(dǎo)入環(huán)節(jié)對感官動詞和形容詞做充分的復(fù)習(xí)鞏固。首先觀看關(guān)于學(xué)生自己的一個采訪，讓學(xué)生說出視頻中說提到的關(guān)于感覺的形容詞，再利用SectionA-1a內(nèi)容提問導(dǎo)入，為Pre-listening環(huán)節(jié)與學(xué)生討論與對話相關(guān)的內(nèi)容做鋪墊，并培養(yǎng)學(xué)生聽之前預(yù)測答案的習(xí)慣和能力。While-listening環(huán)節(jié)設(shè)置不同難度的聽力問題進行聽力訓(xùn)練。Post-listening環(huán)節(jié)重點在于語言的輸出和運用。讓學(xué)生在真實交際中運用所學(xué)語言，實現(xiàn)學(xué)以致用。Ⅰ.TeachingaimsKnowledgeaims：（1）學(xué)習(xí)并掌握新詞匯seem,opera（2）句型Heseemsalittleunhappy.It’ssofunnyandinteresting.（3）正確運用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞2.Skillaims:（1）通過聽對話判斷正誤，訓(xùn)練學(xué)生抓住關(guān)鍵詞和細節(jié)信息的能力。（2）聽懂本課表示個人喜好的表達法。（3）學(xué)會觀察，分組記憶單詞，并正確掌握-ed結(jié)尾的形容詞和-ing結(jié)尾的形容詞在用法上的區(qū)別。3.Emotionalaims:能夠樂于表達自己的觀點、看法和情感并能主動關(guān)心他人的感受。4.Cultureawareness:Ⅱ.Thekeypointsanddifficultpoints1.Keypoints:（1）linkingverb+adjective（2）正確運用以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞。2.Difficultpoints：（1）學(xué)生能自如地運用系表結(jié)構(gòu)的句子進行交流來談?wù)撉榫w。（2）對以-ed結(jié)尾的形容詞和以-ing結(jié)尾的形容詞的理解。Ⅲ.Learningstrategies1.通過聽之前對聽力題的閱讀和對答案的推測，猜測和了解聽力文段的大致內(nèi)容，降低聽力的難度。2.通過聽之前對聽力題的閱讀和對答案的推測，抓住關(guān)鍵詞和細節(jié)信息。3.對同一詞根的詞的成組理解記憶有助單詞記憶速度的提高和對詞義的理解。Ⅳ.Teachingaids多媒體課件/圖片VTeachingproceduresStage1(2mins)：GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Greetandwarmup.T:Goodmorning,everybody!Nicetoseeyouagain!T:Howareyoufeeling?T:Youseemveryhappy.Why?T:Really?…Greetandwarmup.Ss:Goodmorning,Miss…Nicetoseeyou,too.Ss:Verywell,thankyou.Ss:Because…Remark：這一環(huán)節(jié)的目的是要創(chuàng)造學(xué)習(xí)英語的氛圍并使學(xué)生靜下心來，開始新的學(xué)習(xí)。Stage2（8mins)：RevisionStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Showavideoaboutinterviewthefeelingsofstudentsonthescreen.T:Beforethenewlesson,let’swatchavideo.Findouttheadjectivesoffeelingsasquicklyaspossible.Areyouready?Go!T:Couldyoutellmewhichadjectivesoffeelingsarementionedinthevideo?Watchavideo.FindouttheadjectivesoffeelingsSs:…看關(guān)于他們自己采訪復(fù)習(xí)表示情緒的形容詞。2(Groupwork)Letthestudentslookatthepicturesonthescreen,thenfillintheblankswiththeadjectivesoffeelingsworkingroupsandCanyoufindoutausefulstructure.Whatisit?fillintheblankswiththeadjectivesoffeelingsG1:Itis“l(fā)inkingverb+adjective”.G2:…根據(jù)圖片完成句子。復(fù)習(xí)上節(jié)課系表結(jié)構(gòu)。Remark:以多種方式對上節(jié)課的重點內(nèi)容進行復(fù)習(xí)鞏固。Stage3（5mins)：Pre-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)ReviewsomequestionsinSectionA.Leadin1a.T:Asweknow,Kangkangandhisfriendscanspendtheeveningtogether.Sotheyfeelveryhappy.Why?T:Yes,youareright.ButMr.Brownseemsdisappointed.Why?T:DidyouseethefilmThesoundofMusic?T:Maybesomeofyoulikewatchingfilms,whiletheothersdon’t.IpreferPekingoperastofilms.Whataboutyou?T:HerearesomepicturesoftheirfavoritethingswithnamesontheBb,thenlistenandmatch.showtheanswersonBb.T:Well.Nextwelistentoaconversationagain.Beforelistening,let’sreadthesentencesin1b.Maybeyoucanpredicttheanswers.Atleast,youcantellmewhat’sthemainideaoftheconversation.T:Yourinferenceisreasonable.Howabouttheothers?T:Itdoesn’tmatter.Thethreesentencesareaboutdetails.Wecannotpredicttheanswers.Soyoumustpayattentiontothedetailswhenyoulisten.Butmaybeyoucantellmewhattheyaremainlytalkingabout?AnswersthequestionsontheBb,andguessthemainideaof1a.S1:BecauseKangkang’sparentswillinviteJane’sparentstoseethefilmTheSoundofMusic.S2:Becausehewasn’tabletogethetickettothefilm.Ss:Yes./No.S3:...S4:...S5:Ithinkthefirstsentenceisfalse.BecauseMr.Browncouldn’tgetatickettoTheSoundofMusic,notAvataraccordingto1a.Ss:Sorry,wecan’tpredicttheanswerstothem.S6:Theyaremainlytalkingabouttheirandtheirparents’likesanddislikes.聽之前的復(fù)習(xí)和討論是為了解決對話中可能出現(xiàn)的難點并幫助學(xué)生了解文意，降低聽力的難度。Remark：通過聽之前對聽力題的閱讀和對答案的推測，提醒學(xué)生注重對話的關(guān)鍵詞和細節(jié)信息。猜測和了解聽力文段的大致內(nèi)容，降低聽力的難度。Stage4（7mins)：While-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Individualwork)Playthetaperecordingof1a.T:Youdidquitewell.Let’slistentotheconversation.YoucanmarkTorFforthesentencesof1b.T:Whowouldliketotellmeyouranswers?T:Howcanyoucorrect?T:Goodjob!Listento1aandmarkTorF.Finish1b.Ss:...S1:Thefirstoneisfalse.BecauseMr.Browncouldn’tgetatickettoTheSoundofMusic,notAvatar.S2:Thesecondoneistrue.S3:Thethirdoneistrue.S4:Thefourthoneisfalse.S4:Kangkang’sparentslikeBeijingOpera,butKangkangdoesn’tlikeitatall.Hethinksit’sboring.完成1b，核對答案。2(Individualwork)HerearesomepicturesoftheirfavoritethingswithnamesontheBb,Playthetaperecordingof1aagain.thenlistenandmatch.showtheanswersonBb.T:Readthesepicturesfirst.Andthenlistento1aagain.Matchthepictures.T:Whocanshowustheanswers?Listentotheconversation,listenandfollow.thenlistenandmatch.showtheanswersonBb.Ss:...S1:......Listen1aandfollow設(shè)置更深層次的聽力問題。由易到難，由淺入深地訓(xùn)練學(xué)生的聽力技能。Remark：Stage5（14mins)：Post-listeningStepTeacheractivityStudentactivityDesigningpurpose1(Groupwork)Askthestudentstoread1ainrolesingroups.T:Nowlet’sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.AndI’llasksomegroupstoreadandactitoutlater.Readandpracticetheconversationingroups.G1:…2(Groupwork)Askthestudentstoretelltheconversationandthenchangetheconversationintoapassageingroups.T:Nicejob!Nowworkingroups.Let’schangeyourconversationintoashortpassage.First,eachstudentsaysasentencetoretelltheconversation.Andthenoneofyouwritethemdowntoformashortpassage.Thekeywordsin1cmayhelpyou.Let’sbegin!T:Whowouldliketoshowyourpassagetous?T:Yourgroup’sworkiswonderfultoday.Anyoneelse?Retelltheconversationwiththehelpofthekeywordsin1candthenchangetheconversationintoapassageingroups.Ss:...S1:Letmehaveatry....S2:...3(Pairwork)4(Classactivity)Encouragethestudentstoobservethewordsandsumuptheirdifferentformsandusages.T:MaybeyouhavefoundthatIhadsortedtheadjectivesingroupsontheBb.Nowlet’saddmoreadjectives.Pleasereadthewordsin2aandpayattentiontotheunderlinedparts.Canyousumuptheirdifferentformsandusages?T:Good.Youobservedverycarefully.Butwhat’sthedifferenceinusagesbetweenthem?T:Youdidagoodjob.Youhavealmostgotit.I’llexplainitinChinese.Pleasetakeanote.以“-ed”結(jié)尾的形容詞表示“感到……的”，其主語是人，在句中作表語或定語；以“-ing”結(jié)尾的形容詞表示“令人……的”，其主語多為事物一類的名詞，在句中作表語或定語。T:Canyouthinkofmoreadjectiveslikethis?T:I’llgiveyoumoreverbs.Canyousayoutthecorrespondingadjectives?T：satisfy（使……滿意）T:Good!CanyoumakesentenceswiththeseadjectivesontheBb?T:Goodsentences!Playthetaperecordingof2a.T:Nowlet’sreadthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenandcheck.Studentsobservethewordsandsumuptheirdifferentformsandusages.S1:Thefirstwordineachgroupisverb.Andtheothersareadjectives.Thesecondwordineachgroupendswith-ing.Andthelastoneendswith-ed.Ss:…S3：surprisesurprisingsurprisedS4:tiretiringtiredS5:movemovingmovedS6:frightenfrightedingfrightenedS7:...S8:satisfying（令人滿意的）satisfied（感到滿意的）S9:amazing（令人驚訝的）amazed（感到驚訝的）S10:puzzling（令人迷惑的）Puzzled（感到迷惑的）S11:I’mtiredbecausethisworkistiring.S12:Thisstoryismoving.I’mmoved.S13:...Readthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenandcheck.總結(jié)以-ing結(jié)尾和以-ed結(jié)尾的形容詞的構(gòu)成及用法。教會學(xué)生分類記憶單詞的策略。為2b和3的聽力活動做準備。Remark：教師在板書形容詞時要注意分類。教會學(xué)生分類記憶單詞。Stage6（10mins)：PracticeandconsolidationStepTeacheractivityStudentactivityDesigningpurpose:1(Individualwork)Finish2bandchecktheanswers.T:Ithinkyouhavelearnedtheusagesoftheadjectivesverywell.Pleasefillintheblankswiththecorrectformsofthegivenwordsin2b.T:Haveyougottheanswers?T:Let’scheckyouranswers.Whocanreadtheconversationforus?Workaloneandfillintheblanksin1b.Ss:...Ss:Yes.P1:...完成2b習(xí)題，鞏固以-ing結(jié)尾和以-ed結(jié)尾的形容詞的用法。1(Individualwork)Read3andpredicttheanswersbeforelistening.T:WhathappenedtoMichaelaccordingtotheconversationin2b?T:WillMr.Brownbeexcited?T:Yes,Iagreewithyou.Next,youwilllistentoapassageabouthoweverythinggoes.Butbeforelistening,let’sreadthesentencesin3.Pleasepredicttheanswers.Canyouguessthepartofspeechoftheanswers?T:Youarergtht.Nowguesstheanswers,please.T:Youaresosmart.Yourguessingarereasonable.Read3andpredicttheanswersbeforelistening.S1:Hehasgotabadcoldsohismotherwillstayathomewithhimandcan’tgotoseethefilmTheSoundofMusic.MichaelwillgivethetickettoMr.Brown.S2:Yes,Ithinkso.ButIthinkhemustbesorryforMichael.Ss:Theyareadjectives.S3:Thefirstonemaybehappyorexcited.S4:Thesecondonemaybebeautiful.S5:Thethirdonemaybehappyorexcited.S6:Thefourthonemaybehappyandsorry.S7:Thefifthonemaybeniceanddelicious.聽力練習(xí)之前預(yù)測答案。2(Individualwork)Playthetaperecordingof3.T:Let’slistentothepassageandcompletethesentences.Andthenyoucancheckyouranswerwithyourpartners.T:Haveyougottheanswers?Whowouldliketoreadthesesentencesforus?Listento3andcheckthea