Section A教学设计第一课时

学科

主课教师

英语

（八年级下册）

黄椿鸿

成员

授课时间

第 2 周 3 月 6 日

Unit5 Feeling Excited 教学内容

Topic1 You look excited. Section A Knowledge aims：

1. 学生能正确拼读并运用以下词汇：

(2)连系动词：be,look, feel, taste, smell和sound 2. 学生能正确运用以下短语造句：

invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to … Skill aims：

教学目标

1. 能听懂有关情绪的询问与表达的简单对话和陈述。

2. 能正确地运用本课的交际功能用语问候或表达情绪。

3. 能正确地运用本课连系动词加形容词作表语的语法结构，以及交际功能语言写出简单的问候和询问情绪的对话。

Emotional aims：

通过对Section A的学习，学生能够在学会描述和表达自己情绪的同时，学会控制不利于自身的消极情绪，并且能够学会关注他人的情绪，在别人情绪低落时主动帮助排解不良的情绪，互助互爱。

法制教学目标

Key points：

教学重点

学生在交流中能自如地运用系表结构和以下短语：

invite sb. to do sth. prepare sth. for sb. say thanks/ goodbye /hello/sorry to sb. a ticket to …

Difficult points：

教学难点

教学方法与手段

教学准备

课时安排

教学1. 学生对功能用语How are you doing? 的理解。

2. 描述他人情绪时连系动词正确形式的运用。

任务型教学法；情景教学发；合作探究法；讲练结合教学法。

PPT课件

1课时

课堂补记

（法制教育）

一.Introduction

过程

1. Greet the students and make them ready for learning. The

teacher plays the flash of the song, Do Re Mi. 2. The teacher asks the students if they are happy to see each other after the winter holiday. 3. The teacher shows the third picture of 2 on the screen: Do they look happy? 4. Show all the pictures, words and the example of 2 on the screen one by one. Let the students ask and answer in pairs according to the example. Let the students pay more attention to the form of the verbs. Finish 2. 二、Presentation 1. Ask the students to observe the picture of 1a and answer the question: Do Kang kang, Jane, Maria and Michael look excited? Lead to the learning of the conversation. 2. The teacher asks the students to read the statements in 1b. 3. The teacher asks the students to read the parts firstly and form a judgment. 4. The teacher plays the flash of 1a for the firs time without stopping. Let the students listen to and match the three parts of 1b. 5. The teacher plays 1a for the second time, stopping when necessary. 6. Then ask two students to tell answers to 1b. 三、Consolidation 1. The teacher lets the students ask and answer questions in pairs based on 1b. Finish 1c. 2. The teacher asks the students to read 1a and complete the passage. The teacher offers two or three minutes to the students to finish 1d. 3. The teacher lets the students correct the wrong words. 4. The teacher plays the recording sentence by sentence. 5. The teacher plays the recording without stopping. 6. The teacher lets the students read 1a, and then asks them

to learn in groups to find out the difficult points. At last let them sum up the main points of the conversation. 7. The teacher makes a summary to explain the key points and difficult points to the students: 四、Practice 1. The teacher encourages the students to look at the pictures in 3 and guess the feelings of the people. Give a forecast to the adjectives of describing feelings they will fill in the blanks. 2. The teacher plays the recording. 3. Let two or three students tell their answers. 4. The teacher plays the recording and pauses after each conversation. 5. The teacher plays the recording the third time without stopping. 五、Production 1. The teacher organizes the students to make up the conversations, using the linking verbs and the adjectives in 4 in pairs. Help students to review the ways to express greetings. Encourage them to use more expressions. 2. Let the students show their own productions by acting out their conversations. The teacher gives out the suitable points to their productions. 3. The teacher sums up the students’ conversations.

Teach them to care for others’ feelings.

4. The teacher shows the summary to the students. in 1a and read it to the whole class tomorrow.

Unit 5 Feeling Excited Topic1 I’m so happy. 板书设计

Section A 1. -How are you doing? -Very well, thank you. G1 G2 G3 G4 2. linking verb + adjective 2 4 1 2

3. Guess what! 3 2 2 2 4. invite sb. to do sth. 1 2 2 2 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…

It’s easy for the students to understand the structure of “linking verb + adjective”. But it’s a little hard for the students to use the 教学反思

correct form of the linking verbs in their own conversations. Teacher should design more oral practice for the students.

参考资料

教材、教师教学用书（仁爱版）2013年10月第1版，2018年12月第48次印刷