Section A教学设计(第一课时)

八年级下册教案设计

Unit 5 Feeling Excited Topic 1 You look excited. Section A Ⅰ. Material analysis 本节课为话题的第一节课，建议用1课时上完。主要活动为1a和3。

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。

Ⅱ. Teaching aims Knowledge aims：

1. 学生能正确拼读并运用以下词汇：

(1)单词表中的黑体单词invite (2)连系动词：be,look, feel, taste, smell和sound (3)描述情绪的形容词：excited, happy和disappointed

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 …

3. 学生能自如地运用以下功能句进行交流：

How are you doing? Very well, thank you.

Guess what!

What a pity! Skill aims：

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. 能正确朗读课本的有关情绪描述的文本材料及难度相当的材料。

4. 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。

Unit5. Topic1. Section A 1

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。

Ⅲ. The key points and difficult points Key points：

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：

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。

Ⅳ. Learning strategies 通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的题目进行初步的判断。

Ⅴ. Teaching aids

Computer multimedia projector, the flash of the song, Do Re Mi.

Unit5. Topic1. Section A 2

Ⅵ. Teaching procedures

Step Interaction pattern 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. Pair work.

Student activity 1. Focus their attention

on the teacher.

2. Students describe their

own feelings: Yes, we are very happy.

3. Students observe the

picture and answer the question: Yes, they do. 4. Students ask and answer

according to the given pictures, words and the example on the screen.

Picture 2: -How does the food taste? -It tastes delicious. Picture 3: -How do they look? -They look happy. Picture 4: -How does the song sound? -It sounds wonderful. Picture 5:

-How do they feel? -They feel excited. Teacher activity 1. Greet the students and get 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.

(The teacher can divide the students into four groups. Then tell the students that they can get one point or two points or three points…

when they answer the questions or make conversations correctly. The best students can get 1 point once, and the normal students can get more points when they answer the same question or make up similar conversations. ) Introduction （8 minutes）

Unit5. Topic1. Section A 3

Presentation (10minutes) 1. The whole

class work.

2. The whole

class work.

3. The whole

class work.

4. The whole

class work.

5. The whole

class work.

6. The whole

class work.

7. The whole

class work.

1. Observe the picture of

1a and answer the

question.

2. Students make sure they understand what the statements mean. 3. Students try to find out the words expressing feelings and have their own answers without watching the flash.

4. Students catch the general idea of the dialogue and match the three parts to make correct sentences.

5. Students watch the flash for the second time, paying attention to the pauses. 6. Volunteers read the

answers. Check the answers and correct the wrong parts. 7. Think about the reason: Because Kangkang’s

parents want to invite his friends’ parents to go to the movies, and they can spend the evening at Kangkang’s house and enjoy some delicious food there.

1. Ask the students to

observe the picture of 1a and answer the question: Do Kangkang, 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 then give a judgment.

4. The teacher plays the

flash of 1a for the first 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. Ask two students to tell

answers to 1b.

7. Let the students think about why Kangkang, Jane, Maria and Michael look so excited. Explain the new word invite by showing a picture of having dinner.

Unit5. Topic1. Section A 4

Consolidation (10 minutes) 1.Pair work.

2.The whole

class work.

3. The whole

class work. 4.The whole

class work.

5. The whole

class work.

6. Group work.

7. The whole

class work. 1. Students ask and answer

questions in pairs based

on 1b.

2. Read 1a and complete

the passage in 1d.

3. Volunteers write the

answers on the blackboard.

4. Students read the

conversation after the

recording sentence by

sentence. 5. Students try to follow the speed, paying

attention to the

pronunciation and

intonation. 6. Students read the

conversation by

themselves and

discuss in groups to

find out the difficult

points and sum up the

main points. 7. Students underline the language points in

their books and make

some notes. 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 gives 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: (1) -How are you doing?

-Very well, thank you. (2) linking verb + adjective (3) Guess what! (4) invite sb. to do sth. (5) one of +最高级+ 名词复数

(6) prepare sth. for sb. ⑺

say thanks/ hello/ sorry / goodbye to sb. (8)a ticket to…

Unit5. Topic1. Section A 5

Practice (10 minutes) 1. The whole

class work.

2. The whole

class work. 3. The whole

class work. 4. The whole

class work.

5. Group work

and individual

work. 6. The whole

class work.

7. Pair work. 1. Students look at the

pictures and guess the feelings of the people in pictures 3.

2. Students listen to and finish A in 3 first. 3. Students check the

answers. 4. Students write down

their answers in their

books. 5. Students check their

answers to B in 3. They

may discuss in groups. 6. Four students from each group show their answers on the blackboard.

7. Ask and answer questions

in pairs based on 3. Example: -How does the teacher

feel? -She feels angry. 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. 6. The teacher checks the

students’

answers, asking four students from each group to show their answers on the blackboard. The teacher corrects the wrong parts. Pay attention to the form of the linking verbs. 7. Let the students ask and answer questions in pairs based on 3. Give suitable

points to each group. Unit5. Topic1. Section A 6

Production (7minutes) 1. The whole

class work and

pair work.

2. The whole

class work

and pair work.

3. The whole

class work.

4. The whole

class work.

5. Individual

work. 1. Students make up the

conversations, using the linking verbs and the adjectives.

-How are you doing,

Mike?

-Very well, thank you.

You look happy. Why?

-Because we will go

to the movies this

afternoon. 2. The students act out

their own conversations in pairs.

3. Learn to care for

others’ feelings.

4. Students summarize

Section A with the teacher. 5. Students finish after

class. (1)Memorize the summary after class. (2) Students write a

passage according to the conversation in 1a and prepare for the reporting tomorrow. (3) Preview Section B

after class. 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 of greetings. Encourage them to use more expressions.

2. Let the students show

their own productions by

acting out their conversations. The teacher gives 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.

5. The teacher assigns

homework: (1) Review the summary

after class. (2) Ask students to write a

passage according to the conversation in 1a and read it to the whole class tomorrow.

(3) Preview Section B after class. Unit5. Topic1. Section A 7

Teaching Reflection 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 correct form of

the linking verbs in their own conversations. Teacher should design more

oral practice for the students.

Ⅶ. Blackboard design

Unit 5 Feeling Excited

Topic1 You look excited. 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…

Unit5. Topic1. Section A 8