外研版 (新标准)八年级下册Unit 3 Language in use教案

课　题

Module 1 Feelings and impressions

课时

Unit 3 Language in use.

课型

New

教学目标

知识目标

1. To summarize and consolidate the use of sense verbs and adjectives to express feelings and emotions.

2. Structure:  sense verbs:  feel, look, sound, smell, taste+adjectives.

能力目标

能够运用所学的感官动词谈论对某种事物的感受。

情感目标

通过与他人之间关于感觉的表达与沟通, 从而更好地理解别人, 关心别人。

教学重点

1. Task:  Writing a description of a classmate.

2. Key structures:  sense verbs:  feel, look, sound, smell, taste+ adjectives

教学难点

1. Sense verbs:  feel, look, sound, smell, taste+ adjectives

2. Use sense verbs to express your feelings.

课前预习

Recite the new words and expressions in this module.

教学方法

The Cooperative Learning Method

教学过程

教学环节

教师活动

学生活动

备课札记

Step 1

Warm up

Free talk. (Activity 1)

Say:  Today we are go ing to have a party. Please share your food with your friends. At the party , please introduce yourself to your classmates. Tell them what you like and don’t like, tell them why.

Students share their food in groups, then introduce themselves.

 eg: I love pizza. It tastes good.

She loves apples. They look good.

给学生创设最真实的语境, 让学生对impression和feeling的词义有直观的认识, 以实物和切身感受将学生置于一个真实的语言环境当中, 吸引学生的兴趣, 活跃课堂的气氛。

Step 2

While-task

1. Play a guessing game. (Activity 8)

Say:  We hold the party for Kate today. It’s her birthday. She receives many presents. Please describe her presents to your partner. Don’t say the word. See if your partner knows what your present is ?

2. Speaking. (Activity 2 and 7)

Say: Kate has got lots of presents. If you are Kate, do you like them?  Tell us your ideas.

3. Pair-work. ( Activity 4)

Ask students to discuss Kate’s family members after the party.

4. Exercises.

(1)Ask students to complete the conversation and check the answers. (Activity5)

(2)Ask students to complete the passage with the words in the box and check the answers. (Activity 6)

(3) Play the tape for the students to listen and complete the note , then check the answers with a partner. (Activity 9)

5. Around the world.

Organize the whole class to read it once and explain the culture gaps.

1. Play the game and guess what presents Kate gets.

A:  It looks beautiful.

B:  Is it a flower?

A:  No, it isn’t. It smells good.

B:  Is it a cake?

A: No, it’s smaller but it also tastes sweet.

B:  Is it chocolate?

A:  Yes, you’re right.

2. Pretend to be Kate and tell her feelings.

I like the dress because it feels comfortable.

I like flowers because they look beautiful and smell nice.

3. Discuss Kate’s family

members.

A:  What does Kate’s mother look like?

B:  She is tall and wears glasses.

A:  What is she like?

B:  I think she is kind.

充分利用身边触手可及的实物让学生感知可达到事半功倍的效果。猜测游戏可以激起学生学习兴趣, 营造轻松有趣的课堂氛围。

通过“假设你是主角”这一环节, 引导学生学会用从句来表达自己的思想。逐步巩固系动词的用法。

通过学生感兴趣的问题, 调动学生的情绪, 弄清be like 和look like 之间的区别。

通过活动五、六和九的反复练习, 复习巩固前面两个单元所掌握的语法和词汇。

听录音填写正确信息, 无疑是学生的“老大难”, 反复的听力训练有利于学生听、说能力的提高。

教学环节

教师活动

学生活动

备课札记

4. (1)Complete the conversation. (Activity 5)

(2)Students complete the passage with the words in the box. (Activity 6)

(3)Listen and complete the note, then check the answers with a partner.

5. (1)Read through the passage.

(2)Discuss the contents in pairs.

(3)Learn some polite expressions in the western countries.

学生通过阅读Around the world. 可以获取有关西方国家和中国的文化差异的信息。语言和文化密不可分, 相互依存, 相互影响。

Step 3

Post-task

Module task.

1. Ask students to think about one of their classmates. ( hair, height. . . )

Then get them to write a composition. (Activity 10 , 11)

2. Let students share their compositions in groups.

3. Choose some good compositions and share them in class.

1. Think about the appearance of their classmates. Write a composition of him/ her.

2. Students share their descriptions in groups and let their friends guess who he/she is.

3. Read some good compositions to their friends.

学生通过本模块的学习获得了语言储备, 为语言的输出做好了铺垫。

写作能客观地反映学生各方面的语言运用能力, 英语学习也真正地延伸到了课堂之外。

此环节设计的目的是让学生在说的基础上, 能够通过书面表达进一步巩固所学的内容。

Step 4

Summarize

Help the students to summarize.

Students summary:

1. The usage of the link verbs.

2. Ways of asking and describing people’s appearance.

引导学生对这节课做总结, 让学生做自由发言, 培养学生自主学习、自主总结的良好学习习惯。

Step 5

Consolidation

教师设置巩固检测练习:

Ⅰ. 根据句意和首字母提示写单词。

1. I think you dropped too much salt. The soup tastes s_________.  

2. I don’t like the t_________ of onions.  

3. I’m afraid of making mistakes. But the teacher asks me to have a t_________.  

4. Red is a l_________ color in China.  

5. The yogurt tastes s_________. The ice cream tastes sweet.  

Ⅱ. 用所给词的适当形式填空:

1. It was great _________ (hear) from you yesterday.  

2. I can’t wait_________ (watch) the performance.  

3. Thanks for_________ (help) me with my math.  

4. I spent 3 days_______ (read) the book.  

Keys:

Ⅰ. 1. salty　2. taste　3. try　4. lucky　

5. sour

Ⅱ. 1. to hear　2. to watch　3. helping　4. reading

Ⅲ. 1~5. DADAA

独立完成检测练习, 进行自我评价。

通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。

教学环节

教师活动

学生活动

备课札记

Ⅲ. 单项选择

1. These apples taste _________.  

A. to be good　 B. to be well

 C. well      D. good

2. -Do you like the shirt?

-Yes, it _________very soft.  

A. feels      B. felt

C. is feeling   D. is felt

3. His sister often _________her pocket money on books and magazines.  

A. takes     B. pays

C. costs     D. spends

4. It’s too hot. I can’t wait _________in the lake.  

A. to swim      B. swim

C. swims     D. swimming

5. -_________?  

-She is very thin, and looks pretty.

A. What does she look like

B. What is she like

C. What does she like

D. What would she like

Step 6

Homework

Writing a description of a classmate.

1. Think about one of your classmates:

age, hair, hobbies, face, height, size

2. Write a description of him / her. Share your description with your classmates.

My friend is fourteen years old. He is tall and looks strong. He plays football well. . .

板书设计

Unit 3 Language in use

1. It tastes good.

2. You look very pretty.

3. It doesn’t smell fresh.

4. I feel nervous when I speak Chinese.

教学反思

学生对感官动词的用法掌握得很好, 并且能够熟练运用感官动词来造句子。就是在实际应用时可能还不能正确地区分某些形容词和副词的词性。需加强训练。