仁爱八年级英语下册教案

仁爱英语八年级下册教案

Unit 5 Feeling Happy

Topic 1 Why all the smiling faces?

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1 and 3a. 本课重点活动是1和3a。

Ⅰ. Aims and demands 目标要求

1. (1)Review and learn some adjectives expressing feelings:

happy, unhappy, sad, worried, excited, afraid, angry, funny, active

(2)Learn other new words and phrases:

invite, say thanks to, smile, none, taste, silly, cruel

2. Master the structure of “linking verb+adj.”:

You look excited.

That’s very exciting.

I feel disappointed.

It tastes so delicious.

3. Happiness:

That’s great! I’m so happy.

How nice!

4. Regret:

What a shame!

Ⅱ. Teaching aids 教具

录音机/简笔画/小黑板/卓别林影片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间: 5分钟)

复习表达情感的形容词并处理新词句。

(方案一)(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)

T: Did you have a good time in your winter holiday?

Ss: Yes, we did.

T: S1, did you ask your friends to your home for dinner?

S1: Certainly.

T: Oh, I know you invited your friends to your home. Were you ?

S1: Yes, we were very happy.

T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express

your feelings in the holiday.

sad excited angry worried

(板书并要求学生掌握invite和none；理解worried；了解disappointed。)

invite, none, disappointed, worried

(方案二)(同学们寒假过得愉快吗？在新年里你最喜欢做什么？)

T: Did you enjoy yourselves in your winter holiday? What do you like doing best during the Spring Festival?

(老师引导学生回答，找一名男同学用哑剧的形式表达出放鞭炮时的情境，但注意运用不同表情，由此引出形容词进行系表结构的教学。)

T: Let’s ask a boy to make some actions without making any sound, and then we watch how he fires firecracker and find some adjectives to express his feelings.

(方案三)(放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词，进行系表结构的学习。)

T: Let’s see a movie, and then find some adjectives to express feelings.

Step 2 Presentation 第二步呈现(时间: 7分钟)

呈现并处理1和3a的对话。

1. (教师总结并导入1。)

T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang?

Let’s listen to 1 and find it.

(板书)

How does he feel?

(核对答案。)

2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)

How are you doing?—excited—invite—say thanks to

3. (导入3a。掌握生词smile。)

T: Kangkang, Michael, Maria and Jane are happy. What about their teacher, Mr. Lee? Now listen to 3a and answer my questions.

(用小黑板呈现听力问题。)

a. Why all the smiling faces?

b. How does Mr. Lee feel?

(核对答案。)

4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)

T: Listen again, underline the new words and difficulties.

(板书)

movie theater, exciting, The Sound of Music, lucky,

none, disappointed, How nice! What a shame!

Step 3 Consolidation 第三步巩固(时间: 10分钟)

巩固1和3a的知识点。

1. (让学生再读1，然后进行角色扮演。)

T: Read 1 again, and then act it out in roles.

2. (让学生朗读3a，并根据黑板上的关键词复述3a。)

T: Read 3a again and retell it in your own words according to the key words on the blackboard.

3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。)

T: Circle the sentences with “linking verb + adj” and read these sentences.

Step 4 Practice 第四步练习(时间: 15分钟)

引出并练习系表结构。

1. (通过师生问答，呈现并讲解系表结构。)

Kangkang/excited Mr. Lee/disappointed

T: Kangkang looks excited. What about Mr. Lee?

S1: He feels disappointed.

主系表

(让学生总结学过的系动词，教师板书，学习生词taste。)

be, look, feel, sound, taste

2. (给学生3~5分钟时间，完成2与3b的练习。)

T: You have 3~5 minutes to finish 2 and 3b.

(教师板书答案。)

2. (1) The woman is/looks/feels very worried and the boy is/looks/feels sad.

(2) Michael is/looks so active/happy.

(3) The teacher is/looks/feels angry and the student is/looks/feels afraid.

(4) The girl is/looks/feels sad.

(5) The man is/looks funny.

3b. How do the children look? They look happy.

How does the music sound? It sounds

wonderful.

How do the people feel? They feel excited.

Step 5 Project 第五步综合探究活动(时间: 8分钟)

合作探究本课重点词句。

1. (让学生自我测试，通过反义词学习生词。)

T: We have learned many adjectives. Let’s have a test. Say out the opposite words as quickly as you can.

T: happy

Ss: …

T: …

(板书)

popular—unpopular

smart—silly

kind—cruel

T: Read the words in the box and learn the new words according to their opposite words.

(给学生4分钟时间, 让学生根据4中的图片和单词分组合作，一组讨论济公，另一组讨论财主，注意系表结构。要求学生了解生词landlord。)

T: Now, You have 4 minutes to work in two groups. Group One discuss Ji Gong, and Group Two discuss the rich landlord according to the pictures and words given in 4. Pay attention to “linking verb+adj.”

(板书)

landlord

(四分钟之后各小组派代表汇报。教师点评。)

T: Now, please tell your stories to the class.

G1: ...

G2: ...

T: Great / Wonderful!

2. Homework:

T: Make a survey about how your friend feels when she/he is in the following situations.

Situation Feeling

Pass the exam.

Be late for class.

Your pet dog is dead.

Listen to wonderful music.

Your mother is ill.

Make faces.

Your bike is lost.

Do sports.

…

Ⅳ. 疑点探究

Why all the smiling faces?

(此句为省略句。全句应为Why do all of you have the smiling faces?)

Section B

Section B needs 1 period. Section B需用1课时。

The main activities are 1, 2 and 3a. 本课重点活动是1, 2和3a。

Ⅰ. Aims and demands目标要求

1. Learn some new words and phrases:

seem, film, be proud of, smell, set the table

2. Go on learning some sentences showing feelings:

He feels disappointed because he couldn’t get a ticket to The Sound of Music.

He seems a little unhappy.

Did she sound upset?

I’m sure Mr. Lee will be surprised!

3. Go on learning the structure of “linking verb+adj.”:

It’s so funny and interesting.

It’s so moving.

It smells terrible.

The leaves turn green.

The food smelt nice and tasted delicious.

4. Talk about movies and operas.

Ⅱ. Teaching aids 教具

录音机/幻灯片/京剧磁带

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间: 5分钟)

复习并处理新词句，然后导入新课。

1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset，掌握短语be proud of。)

T: Now let’s check the homework. S1,when you are late for class, how do you feel?

S1: I always feel worried and afraid.

T: S2, if your pet dog is dead, are you sad?

S2: Yes, I must be very sad.

T: Oh, you mean you must be very upset.

T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel?

S3: I felt excited.

S4: I felt very pleased.

T: We are all proud of her, right?

Ss: Yes.

(板书画线部分。)

upset, be proud of

2. (教师播放一段京剧，导入新课。)

T: Now let’s listen to the tape.

Step 2 Presentation 第二步呈现(时间:12分钟)

呈现并处理本课活动1和3a。

1. (通过谈论京剧，引入本课重点活动1。要求学生掌握film，理解Beijing Opera，了解moving。) T: What music are you listening to?

S5: Jing Ju.

T: Yes, It’s Beijing Opera. What do you think of it?

S5: It’s wonderful. I like it.

S6: I don’t like it at all. It’s boring.

T: OK, S7, which do you like better, Beijing Opera or movies?

S7: I like movies better.

T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. It’s very moving.

(板书画线部分。)

Beijing Opera, film, moving

T: What about Kangkang? What is his favorite? Let’s listen to 1 and find out which film

Kangkang likes best.

(让学生听1的录音，回答教师问题。听完录音后，教师提问。)

T: Which film does Kangkang like best?

Ss: He likes Love Me Once More, Mom.

T: Why?

Ss: …

2. (呈现3a。学习并掌握短语set the table和be able to。)

T: Look at the picture in 3a on page 4. What’s Kangkang doing? Is he setting the table?

Ss: Yes, he is.

T: What’s he setting the table for?

Ss: His friends are coming for supper.

T: Yes, but Michael can’t come because he is ill. That’s to say he isn’t able to come and Michael’s mother has to look after him at home. Is Michael’s mother able to go to the movie?

Ss: No, she isn’t.

T: R ight. I’m sure she will be very disappointed. Then, is Mr. Lee able to go to the movie?

What’s Mr. Lee’s feeling? Now let’s listen to 3a and find out the answers.

(老师在放录音前先板书。)

set the table

be able to

Is Mr. Lee able to go to the movie?

What’s Mr. Lee’s feeling?

T: Can you catch the dialog? Who can answer my questions?

S1: Mr. Lee is able to go to the movie and he will be surprised.(可帮助学生回答。板书并理解画线生词。)

surprised

Step 3 Consolidation 第三步巩固(时间: 11分钟)

巩固本课1和3a。

1. (让学生读1，完成下面表格。)

T: Read 1 and complete the table.

(板书下面表格。)

Name Favorite film Reason

Kangkang

Jane

Maria

Mr. Lee

2. (让学生分角色朗读3a，然后讨论并完成3b。)

T: Read 3a in roles, and then discuss and finish 3b.

3. (利用3b中的关键词句复述3a内容。)

T: Retell 3a according to the key words and sentences in 3b.

Step 4 Practice 第四步练习(时间: 10分钟)

继续学习并练习系表结构。

1. (以幻灯片或所提供词造句的形式描述图片, 并完成2, 由此引出并掌握生词seem和smell。) T: Now look at 2 and describe the pictures.

(教师核对并板书答案。)

1. He is pleased with his new bike.

2. The man seems worried.

3. It becomes cloudy.

4. It smells terrible.

5. The leaves turn green.

2. (让学生听录音，并完成4的填空练习，并核对答案。)

T: Listen to the tape, and then finish the blanks in 4.

3. (让学生归纳学过的系动词和表示情感的形容词。)

T: Please sum up the linking verbs and feeling words in Section A and B.

Step 5 Project 第五步综合探究活动(时间: 7分钟)

探究整合1与3a的内容。

1. (四人一组并在组内做调查，完成下列表格，并根据表格内容在组内自由谈论，然后由小组推选一人在班内做报告。)

(板书下面表格。)

Name Favorite film Reason Favorite music Reason

T: Work in groups of four. Complete the table and talk about freely in your group. Then each group choose one student to report it.

Example:

S1: My favorite film is Cats. It’s funny and interesting. What about you?

S2: I like Beijing Opera, and you?

S3: I don’t like it at all. It’s boring.

S4: Do you know what movie Mr. Lee likes best?

S3: He likes The Sound of Music, but he was so disappointed because he didn’t get a ticket.

S1: ...

2. Homework:

(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)

T: Suppose you were Kangkang’s mother, you are talking with Michael’s mother on the phone.

What are you talking about? Please make a dialog about this.

(2)预习。

(查询资料，了解Section C中的影片内容。)

T: Collect some information about the films The Sound of Music, Titanic and Love Me Once More, Mom.

Section C

Section C needs 1 period. Section C 需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

cry, lonely, lively, cheer up, mad, at first, fall into, in the end

2. Master sentences expressing feelings:

Mrs. Von Trapp died, and the family were very sad and tired.

The children cried and shouted every day.

The father was lonely and often became angry because of the noisy children.

The father was almost mad at first, but the smiling faces of his children pleased him and made him happy again.

They were very frightened because they were afraid of losing each other.

3. Learn to describe the main idea of the movies.

4. Talk about your favorite movies.

Ⅱ. Teaching aids 教具

录音机/海报(或照片)/图片/小黑板(或幻灯片)/唱盘(或磁带)

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间: 5分钟)

复习Section B，用歌曲Do Re Mi导入新课。

T: Let’s review what we learned yesterday. Answer my questions, OK?

Ss: OK.

T: How does Mr. Lee feel?

Ss: He feels disappointed.

T: Why is he disappointed?

Ss: Because he couldn’t get a ticket to The Sound of Music.

T: What happened to Michael?

Ss: Michael had a temperature.

T: How about their tickets?

Ss: Mr. Lee could use their tickets since they were not able to go.

T: Yes, you’re right. Now, Mr. Lee is in the theater. That is the song he is listening to. Le t’s share it together.

(教师播放歌曲Do Re Mi。教生词lively和短语cheer up。)

…

T: What do you think of the song? Do you think it is lively?

Ss: Yeah, it’s good.

T: Why do you think it’s good?

Ss: Because it makes me happy and relaxed.

T: I think so. It can cheer us up. I like to listen to this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie?

Ss: Yeah. It’s very popular.

T: Would you like to learn the song?

Ss: Great!

T: Now let’s sing the song after the tape.

(板书)

lively, cheer up

Step 2 Presentation 第二步呈现(时间: 8分钟)

呈现1a。

1. (教师导入新课。)

T: Well done! It’s a lively song. It’s the theme song of The Sound of Music. Do you know anything more about this movie? Now let’s look at the poster, and discuss the questions in 1a.

(教师拿出The Sound of Music的海报, 展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)

T: Please find out who are the starring and the director.

Ss: Julie Andrews and Robert Wise.

T: Right. This story happened in Austria. Can you tell me something about this story?

S1: It’s a story about Maria.

S2: Maria went to care for a family with seven children.

S3: The children cried and shouted every day. The father was lonely.

S4: Their father was almost mad at their behaviors at first, but their father became happy in the end. (通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。

引出生词和短语：Austria, cry, lonely, mad, at first, in the end并解释。)

(板书)

Austria, cry, lonely, mad,

at first, in the end=at last

2. (让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)

T: Now we’ve known something about this movie. Please read 1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings.

3. (让学生说出表示情感的单词。)

T: Say out the words expressing feelings, please.

sad and tired—lonely—angry—mad—happy

Step 3 Consolidation 第三步巩固(时间: 13分钟)

复习巩固1a，并完成1b。

1. (让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)

T: Please read 1a carefully and underline the key words and sentences.

2. (现在再读1a, 然后回答1b问题。)

T: Now, let’s read 1a again and then find the answers to the questions of 1b.

(核对完答案后。)

T: Excellent. Now, let’s listen to 1a and find out the main idea of each paragraph. Please work in pairs and discuss them.

(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)

T: Group 1, what does Paragraph 1 talk about?

G1: The Sound of Music is a story about Maria.

T: Group 2, what about the second paragraph?

G2: It talks about the family. The family looked sad and tired.

T: Group 3, what’s your idea about Paragraph 3?

G3: Maria cheered up the family in the end.

4. (把学生分成三人一组，给学生三到四分钟的时间，然后看着黑板上的关键词语，让几组学生读出他们所概括的文章大意，看哪一组表现得好。)

T: Very good, every group did a good job. Now, work in groups of three. Each member sums up one paragraph, and combines them together. Understand?

G1: The Sound of Music is a very popular movie. It’s a story about Maria. She went to care for a family with seven children. The family looked sad and tired. The mother died, so the father was often unhappy. Maria cheered up the family. At last, Mr. V on Trapp became happy again.

(如果学生有困难，教师可给出示范。)

G2: …

G3: …

…

Step 4 Practice 第四步练习(时间: 10分钟)

完成2，进一步练习关于系表结构及表示情感的词语。掌握生词:fall into,了解Titanic和frightened。

1. (播放歌曲My Heart Will Go on。)

T: Do you know this song?

Ss: Yeah.

T: So you must know the movie Titanic.

Ss: Yes.

(教师出示Titanic的海报。)

T: What’s it about?

S1: It’s a love story about Jack and Rose.

S2: They fell in love with each other in the ship Titanic.

S3: The Titanic had a serious accident.

S4: Jack died, but Rose was saved.

…

(必要时教师可做适当介绍，并导入下一步。)

(教师播放歌曲“世上只有妈妈好”并出示Love Me Once More, Mom的海报。)

T: You know this one clearly, right?

Ss: Yeah. It’s a story about a mother and her son. One day, her son was lost and she couldn’t

find him. She was very sad and almost went mad.

T: Y eah, very good. Now let’s learn about these two movies, Titanic and Love Me Once More, Mom. 2. (让学生独立完成2。给学生3分钟的时间通读短文，理解大意之后，让学生选择正确的

形容词填空。然后圈出系表结构。)

T: Finish 2 by yourselves. We’ve just mentioned Titanic and Love Me Once More, Mom. Now, please read through the two passages and fill in the blanks. Then circle the structure of “linking verb + adj.”

)

(以上斜体用红字来表示。)

4. (学生做完之后，核对答案。)

T: Now, let’s check the answers together.

Step 5 Project 第五步综合探究活动(时间: 9分钟)

进一步练习喜欢的事物的表达方法。

1. (小组活动。三人一组，讨论最喜欢的电影。)

T: Work in groups of three and discuss your favorite film. You can use the following questions.

(教师可以出示一些明星的海报或照片给予提示。)

T: After your discussion, please fill in the card below and report to the class.

(教师找几名做得好的学生做汇报。)

T: Now I choose some students to report their cards.

S1: …

S2: …

2. Homework:

(1)(每人都要把Do Re Mi 这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)

(2)(预习Section D 。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。)

Section D

Section D needs 1 period. Section D 需用1课时。

The main activities are 1a and 4. 本课重点活动是1a 和4。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

come into being, role, gesture, culture, foreigner, make peace with sb., grateful

2. Learn some knowledge about Beijing Opera:

Beijing Opera ’s history

four main roles of Beijing Opera

3. Review and sum up the structure of “linking verb + adj.”:

You look excited.

I feel disappointed.

It tastes so delicious.

The man seems worried.

It smells terrible.

Did she sound upset?

She was very sad and went mad.

The father was lonely and often became angry because of the noisy children.

4. Review and sum up the useful expressions in this topic.

5. Learn about Chinese culture and love our national opera.

Ⅱ. Teaching aids 教具

脸谱或图片(“生”、“旦”、“净”、“丑”)/卡片/幻灯片/录音机/京剧磁带

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间: 5分钟)

复习并处理Section A 到Section C 的内容。

1. (教师引导学生用描绘情感的词问答。) T: Ask and answer the questions using the adjectives to express feelings. when your pet dies? when you have a temperature? when you see someone walking in the rain with a closed umbrella in the hand? when you listen to wonderful music? … How will you feel

T: What do you call this music?

Ss: We call it Beijing Opera.

T: Yeah. Beijing Opera is an important part of Chinese culture. So we think it’s our national opera.

并要求学生掌握。)

T: Do you want to know anything more about Beijing Opera? Let’s learn about it from 1a.

Step 2 Presentation第二步呈现(时间：13分钟)

呈现1a。

1. (教师依次拿出“生”、“旦”、“净”、“丑”的脸谱或图片，呈现并理解生词facial, 掌握gesture。

对京剧中“生”、“旦”、“净”、“丑”的角色做解释。通过这个环节检查学生的预习情况。)

(教师拿出三张“生”的脸谱或图片。)

T: Look at this facial painting. Its name is“Sheng”.

)

”usually stand for? Just Guess!

Ss: It stands for Xiucai(秀才).

T: Yeah, very good. There are three kinds of “Sheng”(分别呈现“生”的图片). They are Wenxiaosheng, Wenlaosheng and Wusheng. Wenxiaosheng usually stands for Xiucai.

Wenlaosheng stands for people in high positions. Wusheng stands for ancient soldiers. They all make wonderful gestures, and Wusheng also makes wonderful fighting.

(板书gesture并用手势让学生猜词义。)

Gesture手势

(教师拿出“旦”的脸谱或图片。)

T: Do you know this one?

Ss: Yeah, it’s “Dan”.

(如果回答有困难，就用下列问题提示。)

T: Are they all women?

S1: Yes, they are.

T: Do they wear beautiful clothes?

S2: Yes, they do.

T: “Dan” has Huadan and Laodan. They are all women. They usually wear beautiful clothes. (教师拿出“净”的脸谱或图片。)

T: H ow about this one? In Beijing Opera, there are “Sheng”,“Dan”,“Jing”and“Chou”.

Can you guess this one?

S1: It’s “Jing”.

T: What’re their faces like?

S2: They usually have black and red faces.

S3: They also have black and white faces.

T: Y es. People with black and red faces are good, but people with black and white faces are

bad.

(教师拿出“丑”的脸谱或图片。)

T: What is this one called?

Ss: “Chou”.

T: What’re their faces like?

Ss: They usually paint their noses white.

T: Do you like them?

Ss: Yeah. They are so funny.

T: I like them, too. They often bring us happiness and laughter.

(老师同时展示“Sheng”，“Dan”，“Jing”，“Chou”四幅图。)

T: How many main roles are there in Beijing Opera?

Ss: Four.

(教师板书生词，适当解释并要求学生掌握。)

role

(导入下一步。)

2. (放1a录音，给学生布置听力任务。)

T: OK, you have known much about Beijing Opera. But do you know how many years of history it has? Let’s listen to the tape and find out the answer to this question.

(学生听完录音后，回答问题。)

T: How many years of history does it have?

Ss: It has over 200 years of history.

3. (让学生读1a的短文，在重点词、短语下画线，鼓励学生在语境中猜词义，然后适当讲解。学习并掌握come into being，理解nowadays。)

T: Boys and girls, please read this passage and underline the key words and phrases. Try your best to catch the meanings in the context.

Step 3 Consolidation 第三步巩固(时间: 7分钟)

巩固1a，完成1b和1c。

1.(让学生再读1a，独立完成1b。)

T: Read 1a again and mark True or False in 1b according to the passage.

(做完1b后，核对答案。)

T: Let’s check the answers together.

2. (通过听力训练完成1c。)

T: Beijing Opera is full of famous stories. Do you know the stories in it? Let’s learn about them.

First, please read through the passage and then underline the new words and phrases in it.

(让学生听1c的录音, 完成1c。)

T: Listen carefully and complete 1c.

(核对答案。)

T: Let’s check the answers together.

Step 4 Practice 第四步练习(时间: 12分钟)

总结本话题的语法及目标语言。

1. (复习巩固3a，本话题的重要知识点并以双簧的形式表演出来。)

(方案一) (全班分为四个小组，每组选出两名学生，到前面表演双簧。此活动主要目的是巩固系表结构。)

T: Now I’ll divide the class into four groups, and then ask two students from each group to come to the blackboard and act.

A (表演)

B (说句子)

… 1. I look so excited.

… 2. I feel disappointed.

… 3. The food tastes so delicious.

… 4. It smells terrible.

… 5. The boy seems worried.

… 6. He becomes angry.

(方案二) (教师提供表演线索。)

T: According to the clue, act out the story.

(板书)

盲人过马路寻找饭店吃饭

(场景设计)

(找两名同学和老师一块表演，老师说英语句子，B(盲人)，C(行人)来表演动作。)

T: He seems so worried.

(B表演担心过马路的表情，此时C进来帮助B。)

T: He is so grateful and says thanks to the boy.

(板书并要求学生理解生词grateful。)

grateful

(B表演紧握C的手连说Thanks a lot。C领盲人过马路找到饭店。)

T: He feels so happy and excited.

(B表演找到饭店后很高兴很激动的表情，并与C说再见。)

T: The food tastes so delicious.

(B表演吃饭时因可口而高兴的表情，并连说How nice! How delicious! )

(然后找另外三名学生表演游戏。)

2. (让学生找表达感情的系表结构，找到最多者获得脸谱作为奖励。)

T: Now, boys and girls, please find out the sentences showing feelings with the pattern of “linking verb+ adjective”as many as you can. The winner will get a wonderful facial painting as a prize. Go!

(在此活动中，有的学生找出的句子可能不合要求，教师要给以讲解。)

Example:

You look so excited.

I feel disappointed.

Did she sound worried?

…

(将3a中的句子写在卡片上，或用幻灯片向学生展示，播放录音朗读，让学生总结分析该

部分重点语法。)

3. (要求学生掌握3b的习惯用语。)

(引导学生自己归纳总结本话题的目标语言，然后与3b中的内容核对，让学生分组操练并掌握这些目标语言。)

T: Please sum up the target languages in this topic by yourselves. Check them with 3b. Then practise and master them in groups.

(2-3分钟后，要求学生操练。)

T: Now, four students in one group. Each group makes a dialog with the useful expressions.

And then act it out. The best group can get a facial painting as a prize.

(说明要慢，让每名学生都能够明白意图。)

G1: …

G2: …

G3: …

…

T: I think Group 3 is the best. Do you think so?

(教师对每组都要点评，但都要着重体现各组的闪光点，体现激励机制，尊重学生个体差异性。) Step 5 Project 第五步综合探究活动(时间: 8分钟)

探究合作完成2和4。

1. (完成4, 让学生收集他们喜爱的电影、戏曲、故事或歌曲，然后讨论并向全班汇报结果。教师给出评价。)

T: Please collect your favorite movie, opera, story or song, and discuss it with your partners.

Then report to the class. The following questions may help you: What’s your favorite movie/play/story? Are the people in it happy or sad? Why? What happens in the end?

2. Homework:

(1) (让学生课后根据2中的图片和单词，写一篇短文，提示学生注意系表结构的用法。完成2。)

T: Write a passage according to the pictures and the words given in 2. Pay attention to the structure “linking verb+adjective”.

(2) Review and consolidate the content of this topic.

Topic 2 I’m feeling better now.

Section A

Section A needs 1 period. Section A需用1课时。

The main activities are 1a and 2. 本课重点活动是1a和2。

Ⅰ. Aims and demands 目标要求

1. Learn some new words and phrases:

be strict with, shy, send, take it easy

2. Master adverbial clauses of reason:

She is crying in the bathroom because she did badly in the English exam.

She feels very lonely because she has no friends to talk with.

3. Learn and master the sentences about personal feelings and characters further:

She’s so unhappy.

Oh dear! I’m sorry to hear that.

She is quiet and shy.

I’m really worried about her.

4. Share feelings with other people.

Ⅱ. Teaching aids 教具

录音机/幻灯片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步复习(时间: 5分钟)

复习并学习新词句。

1. (复习上节课内容。)

T: Good morning, boys and girls.

Ss: Good morning, Miss Wang.

T: What’s your favorite movie, S1?

S1: My favorite movie is Love Me Once More, Mom.

T: Are the people in it happy or sad? Why?

S1: They are sad because the mother lost her son.

T: What happened in the end?

S1: The mother went mad at last!

T: Why do you like it best?

S1: Because it’s very moving.

T: Can you tell us something about Beijing Opera?

S2: Yes, …

2. (教师检查家庭作业，并让几名学生把所写的短文读给大家听。)

T: Now let me check your homework. S3, please read your passage to the class. S3: …

…

(教师对学生的作业做点评。)

T: Just now, most students did very well. That shows you work hard after class and you are strict with yourselves.

you are strict with yourselves. It’s good for your study. But sometimes, it’s not good to be too strict. It’s enough to try your best. Do you think so?

Step 2 Presentation 第二步呈现(时间: 12分钟)

呈现1a。

1. T: Is Li Hong strict with herself? Is she active or shy? Let’s listen to 1a and answer the

questions.

(教师播放录音，让学生带着任务听1a。)

T: OK. Is Li Hong strict with herself?

Ss: Yes, she is.

T: Is she active or shy?

Ss: She is shy.

(教师板书生词并要求学生掌握。)

shy

(为了让学生对shy这一词更加了解，教师可用书本遮着脸做害羞状。)

T: Now look at me. I’m a little shy.

2. (再听1a，呈现听力任务。)

T: Let’s listen again. Then answer the following questions.

(听完录音，要求学生回答问题。)

T: OK, stop here. Please give me the answers together. Who are they talking about?

Ss: Li Hong.

T: What’s Li Hong like?

Ss: She is quiet and shy.

T: Who will have a talk with Li Hong later?

Ss: Miss Wang.

T: Good job! Everyone should help others when they are in trouble.

3. (学生跟读1a，模仿语音和语调并找出文中关键词句。)

T: Now read 1a after the tape. Pay attention to the pronunciation and intonation, and then find out the key points.

Step 3 Consolidation 第三步巩固(时间: 10分钟)

复习巩固1a，并完成1b。

1. (让学生自读1a，完成1b。)

T: Read 1a by yourselves, and then ask and answer the questions in 1b.

(教师核对答案。)

2. (学生分角色朗读。)

T: Act out the dialog. Boys act as Miss Wang, and girls act as Helen. Go!

(读完一遍后，男女生互换角色。)

3. (根据关键词，表演对话。)

T: Work in pairs. Close your books and look at the blackboard, then act out the dialog. The best pair will get five points.

(学生表演完，教师给出评语。)

T: Pair 1 has a wonderful pronunciation. They can use the words freely, and they don’t just read books, so they get five points …

Step 4 Practice 第四步练习(时间: 10分钟)

完成2和3，练习本课的重点词句。

1. (让学生在1a中找出because引导的原因状语从句，为第二步作铺垫。)

T: Please underline the sentences with because in 1a.

(教师板书because从句。)

She is crying in the bathroom because she did badly in the English exam.

She feels very lonely because she has no friends to talk with.

2. (教师让学生独立完成2。)

T: Do you like watching TV?

Ss: Yes, of course.

T: Which program do you like best, sports, plays, cartoons or ads?

S1: I like sports best.

S2: I like cartoons best.

S3: I like plays best.

…

T: When you watch your favorite program, how do you feel?

Ss: We feel excited/happy/relaxed …

T: Why?

Ss: Because it’s interesting.

T: So we can say: We feel excited because the program is interesting/wonderful. Now look at the pictures in 2 and finish the blanks.

(几分钟之后)

T: OK, stop here. Let’s check the answers.

(5) The boy looks very tired because he has too much homework to do.

(6) The girl feels very sad because all the buildings in her school fell down.

(教师给学生总结以because引导的原因状语从句。)

3. (教师可让学生先通读一遍3的电子贺卡，试着猜测空白处的内容和生词词义。学习并掌握send和take it easy，了解e-card，然后听录音并完成3。)

T: Read through the e-card, try to guess the words in the blanks and new words.

(板书单词。)

send, e-card, take it easy

T: What is an e-card? Do you know?

(学生可能知道，也可能不知道。他们可以各抒己见。)

T: An e-card is a card on the Internet. Now listen to 3 and help Helen to complete this e-card. (学生听过录音之后。)

T: OK. Who can tell me the answer?

S1: …

T: Good job, you are great!

Step 5 Project 第五步综合探究活动(时间: 8分钟)

综合探究下列带有情感的原因。

1. (小组活动。将全班分成几组，每组5－8人。组内采访并把采访的结果填入表格内。)

Feeling Reason

happy Li Ming: got many birthday presents.

Wang Tao: …

sad

worried

…

T: Boys and girls, we have learned many words to show feelings such as“happy”,“sad”,“worried”and so on. Now let’s make an interview in groups to find out what kinds of feelings your friends have and the reasons. At last the group leader should give a report to the class. You may begin like this:

S1: Are you happy, Li Ming?

S2: Yes, I’m very happy.

S1: Why are you so happy?

S2: Because I got many beautiful birthday presents yesterday.

…

T: Now report your results to the class.

G1: Li Ming is happy because he got many beautiful birthday presents yesterday…

G2: …

G3: …

G4: …

2. Homework:

(试着以王老师的口吻向李红提一些建议，帮她渡过难关。)

T: Imitate Miss Wang to give Li Hong some advice.

Section B

【公开课教案】仁爱版八年级下册unit5 topic 1 sectionA教学设计

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基于“课程标准、中招视野、两类结构” 八英下Unit5 Topic1 Section A教案设计（新授课）制作学校：张庄一中修订人：王轶斌 一、学习目标确定的依据： 1、课程标准相关要求:《英语课程标准》（2011年版）要求学生能够会读会写知汉意的单词和短语 单词：invite disappointed film smell 短语： 1. l ook tired 2.invite sb to do sth 3.one of... 4.a ticket to 语法：（1）“系动词+形容词”的系表结构及用法。 2、教材分析： 本课时的主要活动为1a,1c和2。 本课通过Jane 询问Kangkang兴致勃勃的原因，引出对话的主题：描述情绪与表达情感。对话呈现了本课所要学的语法重点：linking verb + adjective, 并呈现了新出现的短语：invite sb. to do sth., 复习了已学过的重点短语prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb. 和a ticket to …的用法，同时在对话中呈现了交际功能用语：How are you doing? Very well, thank you. Guess what! 和What a pity! 帮助学生学会如何表达和描述情绪。通过Kangkang的父母邀请Jane, Maria 和Michael的父母去看电影The Sound of Music, 把小伙伴们留在家里小聚，以及Ｍr. Brown没有买到The Sound of Music的票引出描述情绪的相关词汇和表达。要求学生在学会课本语言知识的同时，培养他们的互助互爱的精神，在能够正确处理个人情绪的同时帮助他人排解不良的情绪。3、中招考点： “系动词+形容词”的系表结构及用法。 4、学情分析： “系动词+形容词”的系表结构及用法。虽然比较简单，但是本班学生英语学科基础较差，部分学生学习兴趣不是很足，有些学生甚至不知道什么是系动词。鉴于这一点，上课前应当充分备足课，知识点应让学生一点一点地归纳出来，努力提高学生的学习兴趣，帮助学生打好基础。 二、学习目标 1、能正确读、写P1—2的生词 2、能够找出1a 中的重点短语和句子，并能做题。 3、能运用“系动词+形容词”的系表结构及用法。 三、评价任务 1、针对目标1，通过学习P1—2的生词，让学生并能熟练说出、写出P1—2的生词，并能进行英汉互译。 2、针对目标2，通过读1a，能够完成1b. 3、针对目标3，通过熟读1a，能够说出1a的知识点，能够熟练做题。

仁爱版英语八年级下册教案全集(详细1)

仁爱版英语八年级下册教案全集(详细1)

Unit 5 Feeling Happy Topic 1Section A 第一步复习 复习表达情感的形容词并处理新词句。 放一段卓别林的影片, 其中含有不同表情。由此引出表达情感的一系列形容词，进行系表结构的学习。) 第二步呈现 呈现并处理1和3a的对话。 1. (教师总结并导入1。) 2. (让学生跟读1并画出文中重点词、句，然后教师板书。学生掌握say thanks to。) 3. (导入3a。掌握生词smile。) (用小黑板呈现听力问题。) a. Why all the smiling faces? b. How does Mr. Lee feel? (核对答案。) 4. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。) 第三步巩固

巩固1和3a的知识点。 1. (让学生再读1，然后进行角色扮演。) 2. (让学生朗读3a，并根据黑板上的关键词复述3a。) 3. (让学生在1和3a中圈出系表结构的句型，核对并朗读。) 第四步练习 引出并练习系表结构。 1. (通过师生问答，呈现并讲解系表结构。) (让学生总结学过的系动词，学习生词taste。) 2. (给学生3~5分钟时间，完成2与3b的练习。) 第五步综合探究活动 合作探究本课重点词句。 1. (让学生自我测试，通过反义词学习生词。) 2. Homework: Section B 第一步复习 复习并处理新词句，然后导入新课。 (检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生理解生词upset，

掌握短语be proud of。) 第二步呈现 呈现并处理本课活动1和3a。 1. (通过谈论京剧，引入本课重点活动1。要求学生掌握film，理解Beijing Opera，了解moving。) (让学生听1的录音，回答教师问题。听完录音后，教师提问。) 2. (呈现3a。学习并掌握短语set the table 和be able to。) 第三步巩固 巩固本课1和3a。 1. (让学生读1，完成下面表格。) 2. (让学生分角色朗读3a，然后讨论并完成3b。) 3. (利用3b中的关键词句复述3a内容。) 第四步练习 继续学习并练习系表结构。 1. (以幻灯片或所提供词造句的形式描述图片, 并完成2, 由此引出并掌握生词seem和smell。) 2. (让学生听录音，并完成4的填空练习，并核 对答案。) 3. (让学生归纳学过的系动词和表示情感的形容词。)