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Feelings_and_impressions

发布时间:2014-02-12 11:00:53  

外研版八年英语MODULE 7 Feelings and impressions

TEACHING PLAN

Content:Module 7 Feelings and impressions [Junior 2, New Standard English]

一、题材内容

本模块以感觉与印象为话题, 内容主要是谈论对食物等的感觉、评论以及对人的印象等。了解表感觉和知觉的系动词的用法;了解英国女孩 Sally的情感态度和喜好,很符合学生的兴趣,语言实践活动比较好开展。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动。阅读的重点在于理解,在此基础上学会一些描述人长相和性格的表达方式,包括句式和一些形容词。通过本模块的学习,学生可以学会表达自己的感觉和印象。让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。语法难点是表感觉和知觉的系动词和系表结构。教学中教师应随时随地灵活利用各种素材组织教学过程和内容。充分调动学生的积极性。

教学目标?

5)情感态度:

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通过阅读他人的自我描述,培养学生关爱他人的情感素质。参加各种英语活动,感受学习的乐趣,克服困难,在新环境中进一步树立准确的语言学习观。

6)任务:能够用阅读和对话中学过的语言描述一个人。

教学重点和难点

重点:1.通过谈论感觉与印象训练学生的听、说、读、写能力,掌握使用表感觉和知觉的系动词和

系表结构。

难点: 掌握使用表感觉和知觉的系动词和系表结构,养成正确表达感觉与印象的能力。

教学方法

基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质,运用任务型教学途径,围绕核心任务,设定小任务,开展和谐愉悦的课堂活动,强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式:pre-task?task-cycle?post-task。

二、教材处理

核心任务:能够运用所学句型结构谈论希望工程。三个环节如下:

pre-task:学生联系生活实际,激活背景知识,。

task –cycle:通过整个模块的听说读写的训练,强化感觉与印象的表达能力,为完成任务做好铺垫 post-task:达成任务,展示成果,反馈学习情况

三、教材安排

根据学生学习英语的特点和规律,我们把本模块划分为4课时:

Period 1: Listening and Vocabulary &Pronunciation and Speaking

Period 2: Reading and Vocabulary

Period 3: Writing& Around the world &Module Task

Period 4: Language in use

注:教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

『教学设计』

Title: Module7 Feelings and impressions

Period 1: Listening and Vocabulary &Pronunciation and Speaking

Teaching Content: Listening and Vocabulary and Pronunciation and Speaking

Teaching Aims and Demands:

1. Language Knowledge

Key vocabulary and phrases: feeling, impression, smell, feel, quiet, salty, sour, tight, shoe, soup, dear, guy,

matter, cheese, fresh, cookie, try, lovely, sweater, both, smart, pretty, must, introduce,

later

Key structure: sense verbs + adj. (重点)

2. Listening skill: To listen to the conversation and understand sentences with sense verbs. (难点)

3. Speaking skill: To talk about different things with sense verbs.

4. Attitudes: We should help and care for each other.

Learning strategies:

Bottom –up approach and listening to the tape and do some exercises.

Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)

Teaching Procedures:

Part I: Revision

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Task: Recall what we have learned in the last 6 modules.

Directions:

Step one: Label the pictures with the words and expressions.

(1). Read through the words and expressions in the box and have the Ss. Repeat them after you.

(2).Ask them to label them in the pictures on the screen.

(3).List some words which are connected with the journey to space. Ask students to speak out as many as they can.

Step two: Tell the story of your experiences

Ask students to speak out as many as they can.

Part II: Lead in:

Task: Learn new words

Directions:

Step one: Introduce the students to the topic:

Step two: Talk about the pictures. Ask the students to look at the pictures about new words. Elicit what

they can see. If there are any new words, add them to the list on the board.

Step three: Read after the teacher.

Step four: Let them read and check with a partner.

Step five: Then ask them to read together.

Part III: Listening

Task 1: Listen and number the pictures

Directions:

Step one: Ask the Ss to look at the pictures and decide what they think is happening in activity 1 on page

56

Step two: Play the recording and have them listen.

Step three: Play the recording again and have them number the pictures

Step four: Play the recording and have them check their answer with a partner

Step five: Call back the answer from the whole class.

Step six: Match the sentences with the pictures in activity 2 on page 56.

Task2: Ss listen to the dialogue and answer 2 questions

Directions:

Step one: Give them the 2 questions and make sure the Ss understand them all.

(1) How long have you known her?

(2) How long have you lived here?

Step two: Play the recording and have them listen to the recording and focus on the sentence

structure first time through.

Step three: Play the recording again and have them get the answers, then check with a partner.

Step four: Then Call back the answers from the whole class.

(1) How many people are talking? 4

(2) What have they made ? They have made a pizza and some chocolate cookies.

Task 3: To understand the conversation.

Directions:

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Step one: Ask the Ss to look at the questions in activity 4 on page 57

Step two: Play the recording and have them listen.

Step three: Play the recording again and have them answer.

Step four:. Play the recording and have them check their answer with a partner

Step five: Call back the answer from the whole class.

Task 4: Activity 5 on page 57.

Directions:

Step one: Have them listen and complete the sentences. Have them check their answers with a partner

Step two: Play the recording again .Have them check their answers with a partner

Step three: Call back the answer in a whole- class setting.( Collect the answers in complete sentences from the class.)

Task 5: Listen and read:

Directions:

Step one: Play the recording and ask the Ss. to listen and read the conversation.

Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and

individually.

Step three: Put the Ss. into groups of 4to practise the dialogue.

Step four: They should repeat it several times, changing the roles each time.

Task 6: Complete the table with the words in the boxes in Activities 2 and 4

Part IV: Pronunciation

Task: Listen and repeat in Activity 7 on page 57

Directions:

Step one: Ask the Ss to listen and repeat the sentences.

Step two: Play the recording again. Ask the Ss to pay particular attention to the intonation of the sentences. Step three: Ask the Ss to listen and repeat chorally and individually.

Part V: speaking

Task: Ask and answer the questions in Activity 8

Directions:

Step one: Pair the Ss to ask and answer the questions.

Step two: Collect answers by getting several pairs to ask and answer the questions, paying special attention

to the use of the sense bervs.

Part VI: A test Do Ex 8 on page 138 in the WB.

Part VII: Homework:

Recite the dialogue as fluently as possible.

Period 2 Reading and Vocabulary

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Teaching Content: Reading and Vocabulary

Teaching Aims and Demands:

1. Language knowledge:

New words: nervous, hair, dark, fair, glasses, recognise, quite, dance, especially, proud, angry, stranger,

excited, bicycle

Key structures: sense verbs + adj. (重点)

2. To understand the passage.(难点)

3. Attitudes: We should help and care for each other.

Learning strategies: Communicative approach.

Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)

Teaching Procedures:

Part I: Revision

1. Help students to revise what was learnt in Period one of this module.

Show them some pictures about the words that we learned in last lesson. Have the Ss. talk

about them.

2. Revise the sense verbs + adj.

Do you like Beijing roast duck?

Yes, I do. It tastes delicious.

Do you like…? etc.

Part II : Preparation

Task 1: Learn the new words.

Directions: Label the pictures with the words.

(1). Read through the words on the screen. Have the Ss. Repeat them after you.

(2).Read the words separately and have them remember them.

(3).Make some sentences with the words.

(4) Call back the answers from the whole class.

Task 2: Talk about the two photos.

Directions:

(1). Read through the table on the screen. Have the Ss. talk about how they look with another pair.

(2). Call back some comments from the whole class.

Part III: Scanning and Skimming

1.Task: Read the passage and find out which is her photo.

Directions:

Step one: The teacher ask the Ss to read Sally’s letter and find out which is her photo.

Step two: Ss read the passage and find out the answer, giving reasons for the choice given.

2. Task: Match the questions with the paragraphs

Directions:

Step one: Ask the Ss to do activity 3 individually. Then check with a partner.

Step two: Call back the answers from the whole class.

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3. Task: Answer the questions in activity 5 on page 59.

Directions:

Step one: Read through the questions and make sure the Ss understand what to do. Ss do activity 5 on page

59 individually and check with a partner.

Step two: Call back the answers from the whole class, having individuals read out the answers

Part IV : Dealing with expressions:

1.Thanks for your last message, it was great to hear from you.谢谢你的上一封信,收到你的信真开心。

(1) Thanks for sth./ doing sth. 因为… 而感谢。例如:

Thanks for helping me.谢谢你帮助我。

(2)hear from sb.“收到…的信”。还可以用get/ receive a letter from sb. 例如:

I haven’t heard from my father. How I miss him.我很久没收到爸爸的信了。太想念他了。

Have you heard from Tom recently?

2. I’ve got you photo- you look so pretty, so I’m sure we’ll find each other.

you look so pretty是插入语,句子的主干为:

(1) I’ve got you photo, so I’m sure we’ll find each other.

(2) 我们学过的插入语还有I / you think

What do you think he is from?

He, I think, is one of the greatest presidents.

3. You sound just like me!

Look, sound, smell, taste, feel 后面都可以加like,表示:“看上去/ 听起来/ 尝起来 /摸起来像”,例

如:

She looks like her mother.

It feels like silk.

4.You asked me how I feel about coming to China.

how I feel about coming to China. “对… 感觉怎么样、看法如何”是宾语从句,注意:疑问词+陈

述语序例如:

How do you feel about living in America?

He asked me where I am from?

5.I’m always sorry when I do something wrong, so people help me do the right things when I’m with you in China!

(1) do something wrong “做错事”。单个形容词修饰名词放名词后边,但形容词修饰不定代词

(something, anything, nothing)放在不定代词后边。例如:

I have nothing new to tell you.

There is not anything interesting in today’s newspaper.

I have something important to tell you.

(2) help sb. (to) do sth.

let/ make/ have/ hear/ see/ watch sb. do sth

I heard her sing in the next room.

I saw the apple fall off the tree.

The teacher had her write it on the blackboard.

I help her carry the books upstairs.

Part V: Language use

1.Do Activity 4 on page 59.Describe the girl in the photo and people in your class.

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Direction: Ss do it by themselves and finally share their answers with the class.

2. Give the students some time to recall what they’ve learned in this class.

Part VI: A test: Exercises 10 and 11on page 138 in the WB.

Part VII: Homework: .Retell the text.

Period 3: Writing & Around the world &Module Task

Teaching Content: Writing & Around the world &Module Task

Teaching Aims and Demands:

1. Writing skill: Write about a person. Improve the students’ writing ability (难点).

2. To learn about greetings in other countries.

3. Revise sense verbs. (重点)

4. Attitudes: We should help and care for each other.

Learning strategies

Top-down and Interactive approach and do some exercises.

Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)

Teaching Procedures:

Part I: Revision

Task: Help students to revise what was learnt in last module.

Directions:

(1). Revise the words and phrases.

(2).Let the Ss. retell the text.

Part II: Writing: Write some sentences using sense verbs.

Task: Write a reply to Lingling and describe yourself.

Directions

Step One: Run through the sentences with the Ss. in Activity 7 on Page 59 and make sure that the students

know what to write about.

Step two: Help the Ss to write some more sentences using sense verbs.

Step three: Call back a few examples from the whole class.

Part III: Around the world

Task: Learn something about Greetings.

Directions

Step One: Ask the Ss. to look at the different pictures about greetings in different countries.

Tell the Ss. some knowledge about them.

Step two: Read the text and answer any questions the Ss have.

Part IV: Module Task

Task: Write a description you know using sense verbs in Activity 11on page 63.

Directions

Step One: Read the the words in Activity 11 and make sure that the understand them.

Step two: Ask the Ss to write the description.

Step three: Call back a few examples from the whole class or arrange a show-and-tell session, so that the 7

Ss. can see everyone else’s work.

Step four: Then summarize which leaflets are most successful and why.

Part V: Recalling

Recall what we have learned in last 2 periods.

Part VI: A test

Do Ex.7 on page 137 and hand in immediately.

Part VII: Homework: Do the Self-assessment on page 139.

Period 4. Language in use

Teaching Content: Language in use

Key structures: sense verbs + adj.

Teaching Aims and Demands:

1. To summarise and consolidate the use of sense verbs. (难点)

2. To practise the new vocabulary and expressions. (重点)

3.Affection and attitudes: We should help and care for each other.

Learning strategies: Formal instruction and task-based approach and interactive practice.

Teaching Aids: Multi-Media (video, OHP, handout)

Teaching Procedures:

Part I Revision

Help students to revise what is learnt in 3 periods of this module.

Part II Language practice

Task1: To summarize and consolidate the usage of the sense verbs.

Directions

(1).Run through the examples with the Ss. and make sure that they are familiar with the use of sense verbs

(2). Ask the Ss. to repeat the sentences in the box.

(3). Ask the Ss to do Activity 1.

(4).Focus the Ss’ attention on the ways in which they are used: sense verbs+ adj.

Task2: Complete the sentences with the correct form of the words.

Directions:

(1). Do activity 2 on page 60 individually.

(2). Ask the Ss. to check with a partner.

(3). Ask the Ss. to read the 8 sentences.

(4). Summarize: sense verbs+ adj.

Task 3: Complete the sentences with two suitable words.

Directions:

(1). Ask the Ss. to do Activity 3 on page 60 individually. Pair the Ss to check with each other. We can also do Activity 4 and Activity 5 at this time.

(2).Circulate and monitor their production.

(3) Call the answers back from some pairs.

Task 4: Complete the conversation in Activity 6 and the passage in Activity 9

Directions:

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(1). Ask the Ss. to complete the conversation in activity 6 and the passage in Activity 9.

(2). Pair the Ss to practice the dialogue.

Task 5: Listen and complete the table in Activity 8

Directions:

(1). Ask the Ss. to listen and do Activity 8 on page 62 individually.

(2).Listen again and have the Ss check.

(3) Call the answers back from some pairs.

Part III: A test

Do Ex 5 on page 137 in the WB. Let’s see who can finish it as soon as possible. Part IV: Homework:

Finish all the exercises in the WB.

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