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初中仁爱科普版Unit 5 Feeling excitedTopic 1 You look excited教案设计
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这是一份初中仁爱科普版Unit 5 Feeling excitedTopic 1 You look excited教案设计，共3页。教案主要包含了When等内容，欢迎下载使用。
课题
Unit 5 Feeling excited Tpic 1 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；
2. 能熟练运用linking verb + adjective 结构；
3. 能准确运用本单元重点短语进行写作练习：
invite sb. t d sth., prepare sth. fr sb., say thanks/ gdbye /hell/srry t sb.
a ticket t …, because f, cheer sb. up, cme int being, be full f, agree with sb. make peace with sb., in the end , be ppular with sb., be/becme interested in … 等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
｛bring ; bred｝
｛exciting; excited｝
｛alne ; lnely｝
｛because; because f ｝
｛interesting; interested｝
5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。
3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意
义以及人物在某一特定活动或事件中的情绪变化。
Emtinal aims：
本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。
教 学
重 点
难 点
Key pints：
1. 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。
2. 掌握 interesting 和interested 的用法区别。
Difficult pints:
1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。
2. 正确做出教师设计的补充词汇对比的练习。
教 学
准 备
多媒体
教
学
过
程
1. Greet the students and make them ready fr learning. Enjy the sng, Rap face.
2. The teacher asks the students t reprt their hmewrk in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the cnversatins between Michael and Mr. Brwn.
3. The teacher asks tw students t write their cnversatins n the blackbard. The teacher crrects as an example fr thers t check.
4. The teacher shws the pictures f the rles in Beijing Opera t the students and leads t the new lessn. Ask the students t reprt sme infrmatin they searched n the internet.
1. The teacher asks the students t skim the passage and mark T r F.
2. The teacher checks the answers.
3. The teacher asks the students t read Paragraph 1 and answer the questins:
(1) When did Beijing Opera cme int being?
(2) Where did its music and singing cme frm?
(3) Hw many main rles are there in Beijing Opera?
4. The teacher helps the students check the answers.
5. The teacher asks the students t read Paragraph 2 and answer the questin :Are the yung peple interested in Beijing Opera nwadays?
6. The teacher helps the students check the answer.
1. The teacher asks the students t read the whle passage carefully t find ut the difficult pints and sum up the main pints f the passage.
2. The teacher makes a summary t explain the key pints and difficult pints t the students.
(1) cme int being
(2) agree with sb.
(3) be full f
(4) make peace with...
(5) in the end
(6) be ppular with sb.
(7)be/becme interested
in ...
3. The teacher asks the students t lk at the pictures in 2a and think abut the wrds and phrases they may use when they talk abut the pictures.
4. The teacher asks the students t make up sentences accrding t pictures and the wrds r phrases.
5. The teacher asks Member A f every grup t reprt the passage accrding t the sentences abve.
6. The teacher asks the students
t write the shrt passages based n the reprt f 2a t describe the different feelings.
1. The teacher asks the students t read thrugh Sectin A-C t review the ntes f this tpic.
2. The teacher leads the students t sum up the Grammar and Functins.
3. The teacher designs sme exercises t practice the vcabulary.
(1) I want t i____yu t my huse this Sunday.
(2) The flwers s____ nice.
(3) Mr. Wang s___ t be unhappy tday. What’s wrng with him?
(4) He was a____ mad when he heard f the bad news.
(5) Tm plays an imprtant r____ in the new mvie.
4. The teacher designs sme exercises t differentiate the usages f the main wrds in this tpic：
(1) The mvie is t ____. ( bring, bred)
(2) We are very ____ t knw the _____ news.( exciting, excited)
(3) He is new here, s he ften feels _____.(alne, lnely)
(4) We can’t g fr a walk ____ the rain.(because, because f )
(5) We are all ___ in the ____ bk.(interesting,interested)
1. The teacher asks the students t make sure f the names f their favrite mvie, play r stry.
2. The teacher asks the students t discuss the given questins in grups.
3. The teacher asks the students t write dwn their wn answers.
4. The teacher asks the students t check in grups and crrect the wrng nes.
5. The teacher asks the students t jin their wn sentences int a passage.
6. The teacher asks tw students t write dwn their passages n the blackbard. The teacher checks them with the students. Then the students change their papers and check thers’ papers.
7. The teacher assigns hmewrk:
(1) The teacher lets students finish the essay “My favrite mvie” after class.
(2) The teacher asks the students t prepare the wrd cards t preview the vcabulary in Tpic 2.
作 业
布 置
完成同步练习
课堂总结
Students are weak in writing practice. The teacher shuld pay mre attentin t the writing teaching. Design the writing steps carefully. The teacher may let students enjy a real Beijing Opera after class.
课题
Unit 5 Feeling excited Tpic 1 Sectin D
课 型
新授课
课 时
1
教学
目标
Knwledge aims：
1. 学生正确朗读出单词表所有单词及短语，能正确拼读、书写并运用黑体单词；
2. 能熟练运用linking verb + adjective 结构；
3. 能准确运用本单元重点短语进行写作练习：
invite sb. t d sth., prepare sth. fr sb., say thanks/ gdbye /hell/srry t sb.
a ticket t …, because f, cheer sb. up, cme int being, be full f, agree with sb. make peace with sb., in the end , be ppular with sb., be/becme interested in … 等短语。
4. 能正确做出教师设计的补充词汇对比的练习：
｛bring ; bred｝
｛exciting; excited｝
｛alne ; lnely｝
｛because; because f ｝
｛interesting; interested｝
5. 学生能综合运用本课短语、句型写出描述不同情绪的短文。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera的历史，角色，意义的听力材料。
2. 能正确运用本话题所学内容、比较流利地谈论自己最喜欢的电影，戏剧或故事。
3. 能阅读有关自己最喜欢的艺术形式的文章，理解文章，并能做出相关的阅读练习。
4. 能综合运用本话题的语法，词汇，句型写出自己最喜欢的某一艺术形式或故事的意
义以及人物在某一特定活动或事件中的情绪变化。
Emtinal aims：
本话题通过对京剧的历史起源，主要角色，素材来源的学习，让学生体会祖国文化的博大精深，从而热爱本土文化，热爱我们伟大的祖国，培养民族自豪感。
教 学
重 点
难 点
Key pints：
1. 学生能正确拼读、书写并运用黑体单词，能用excited, upset, happy 等形容词描述故事中人物的不同情绪, 并熟练运用linking verb + adjective 结构。
2. 掌握 interesting 和interested 的用法区别。
Difficult pints:
1. 综合运用本话题的语法，词汇，句型写出人物在某一特定活动或事件中的情绪变化。
2. 正确做出教师设计的补充词汇对比的练习。
教 学
准 备
多媒体
教
学
过
程
1. Greet the students and make them ready fr learning. Enjy the sng, Rap face.
2. The teacher asks the students t reprt their hmewrk in pairs: A1-A2; B1-B2; C1-C2; D1-D2. Make up the cnversatins between Michael and Mr. Brwn.
3. The teacher asks tw students t write their cnversatins n the blackbard. The teacher crrects as an example fr thers t check.
4. The teacher shws the pictures f the rles in Beijing Opera t the students and leads t the new lessn. Ask the students t reprt sme infrmatin they searched n the internet.
1. The teacher asks the students t skim the passage and mark T r F.
2. The teacher checks the answers.
3. The teacher asks the students t read Paragraph 1 and answer the questins:
(1) When did Beijing Opera cme int being?
(2) Where did its music and singing cme frm?
(3) Hw many main rles are there in Beijing Opera?
4. The teacher helps the students check the answers.
5. The teacher asks the students t read Paragraph 2 and answer the questin :Are the yung peple interested in Beijing Opera nwadays?
6. The teacher helps the students check the answer.
1. The teacher asks the students t read the whle passage carefully t find ut the difficult pints and sum up the main pints f the passage.
2. The teacher makes a summary t explain the key pints and difficult pints t the students.
(1) cme int being
(2) agree with sb.
(3) be full f
(4) make peace with...
(5) in the end
(6) be ppular with sb.
(7)be/becme interested
in ...
3. The teacher asks the students t lk at the pictures in 2a and think abut the wrds and phrases they may use when they talk abut the pictures.
4. The teacher asks the students t make up sentences accrding t pictures and the wrds r phrases.
5. The teacher asks Member A f every grup t reprt the passage accrding t the sentences abve.
6. The teacher asks the students
t write the shrt passages based n the reprt f 2a t describe the different feelings.
1. The teacher asks the students t read thrugh Sectin A-C t review the ntes f this tpic.
2. The teacher leads the students t sum up the Grammar and Functins.
3. The teacher designs sme exercises t practice the vcabulary.
(1) I want t i____yu t my huse this Sunday.
(2) The flwers s____ nice.
(3) Mr. Wang s___ t be unhappy tday. What’s wrng with him?
(4) He was a____ mad when he heard f the bad news.
(5) Tm plays an imprtant r____ in the new mvie.
4. The teacher designs sme exercises t differentiate the usages f the main wrds in this tpic：
(1) The mvie is t ____. ( bring, bred)
(2) We are very ____ t knw the _____ news.( exciting, excited)
(3) He is new here, s he ften feels _____.(alne, lnely)
(4) We can’t g fr a walk ____ the rain.(because, because f )
(5) We are all ___ in the ____ bk.(interesting,interested)
1. The teacher asks the students t make sure f the names f their favrite mvie, play r stry.
2. The teacher asks the students t discuss the given questins in grups.
3. The teacher asks the students t write dwn their wn answers.
4. The teacher asks the students t check in grups and crrect the wrng nes.
5. The teacher asks the students t jin their wn sentences int a passage.
6. The teacher asks tw students t write dwn their passages n the blackbard. The teacher checks them with the students. Then the students change their papers and check thers’ papers.
7. The teacher assigns hmewrk:
(1) The teacher lets students finish the essay “My favrite mvie” after class.
(2) The teacher asks the students t prepare the wrd cards t preview the vcabulary in Tpic 2.
作 业
布 置
完成同步练习
课堂总结
Students are weak in writing practice. The teacher shuld pay mre attentin t the writing teaching. Design the writing steps carefully. The teacher may let students enjy a real Beijing Opera after class.
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