2014外研版八年级下_Module_1_Feelings_and_impressions_教案

1、Module 1 Feelings and impressions全模块教案I. Teaching goals 教学目标 技 能目标 听Listen to conversations and passages involving the description of someone说Talk about likes and dislikes 读To read a description of someone写Describe yourself Write a simple description of someone 语言目标功能句式Describe feelings and expressi

2、onsThat smells delicious!It tastes too strong. It doesnt smell fresh. It feels very soft and comfortable. She sounds really nice. And she looks very pretty. 词汇1. 重点词汇smell, soft, sour, cookie, lovely, done, try, pie, sound, salt, jam, glasses, jeans, nervous, fair, pretty, proud, stranger, message,

3、hobby, mark认读词汇pizza, favourite, ear2. 短语sweet tooth, be proud of, sb. cant wait 语法Learn to use sense verbs: sound, smell, taste, feel, look重点句子1 It smells delicious /sour/fresh.2. It feels soft/comfortable.3. It tastes fresh/sweet.4. That sounds nice.5. He /she looks smart/pretty.6. These shoes fee

4、l tight.7. I feel nervous when I 8. I feel a bit sad when I Period 1 Listening and readingLanguage goals语言目标1. Key vocabulary重点词汇smell, soft, sour, cookie, lovely, done, try, pie, sound, salt, jam2. Key structures重点句式Sense verb+ adjAbility goals能力目标 Enable students to use sense verbs. Teaching metho

5、ds教学方法Communicative approach. Teaching aids教具准备A tape recorder, some pictures and some objects. Teaching procedures and ways教学过程与方式Step I Lead-in Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictur

6、es, let them check with a partner, and then call back the answers from the whole class.T: Now please look at picture 1. Try to guess. S: She must smell something terrible. T: What is the girl doing?S: She is tasting something.Write “taste” on the board. Then go on with the other pictures. Show the f

7、ollowing. feel, look, smell, soft, sour, strong, sweet, tasteT: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc. Ask students t

8、o read the words and sentences in activity 2 repeatedly. Step II Listening and reading Listening In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures. A few minutes later, call back the answers. Then call attention to the structure: Su

9、bject + sense verb + adj. T: We can use the structure to express our feelings. Reading Ask students to read through the conversation individually and then play the tape and have them read and follow.Ask them some questions to check their comprehension.a. What is Betty doing? b. How does the pizza ta

10、ste?c. How does the pizza taste?Then ask students to do activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers. Make a new conversation.Sample conversation:A: What smells delicious?B: Pizza smells delicious.A: Wha

11、t doesnt smell fresh?B: Cheese doesnt smell fresh.T: You did a very great job. Next please complete the sentences, write your answers on the books. You can discuss with your partner and check your answer with your partner.After that, call their attention to match different body parts and different s

12、ense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after “eye, mouth, nose”, three of the blanks.Check the answers.Step III Pronunciation and speaking Do the task 6 on page 3, play the recording with pauses for them to r

13、epeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes.Sample dialogue: - Do you like bananas?-Yes, I do. They tastes delicious. Do you like flowers?Step IV HomeworkAsk students to 1. read the conversation repeatedly.2. learn Everyday Englis

14、h by heart. 3. finish activities in the workbook.Period 2 Reading and writingLanguage goals语言目标 1. Key vocabulary重点词汇glasses, jeans, nervous, fair, pretty, proud, stranger, message, hobby, mark2. Key structures重点句式Shes tall with short hair.Shes wearing Shes carrying Ability goals能力目标 Enable students

15、 to learn to write about a person. Teaching methods 教学方法 Bottom-up approach. Teaching aids教具准备A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I RevisionTalk about feelings and impressions with students. Ask students who wear jeans come to the front of the class. T: Now, everyon

16、e, look! What kind of clothes do they all wear?S: Jeans. T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why?S: Because they look beautiful!Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not?S: Y

17、es. I love swimming in the sea because the sea feels great.T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China?S: Because they feel soft and look beautiful. Help them to recall all the sense verbs and write the sentence structure on the boa

18、rd. Let students read and consolidate these words and structures. Step II Vocabulary In this step, introduce some new words and talk about the pictures to prepare for the reading.T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the ph

19、otos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: Shes tall, beautiful and lovely.T: What about her hair?S: Its long and black.T: Shes tall with long black hair. (Write on the board) Is she young?S: Yes.T: She looks young and pretty. (Write

20、 on the board) Now look at the photo on the right. Tell me your idea about the girl.S: Shes tall with short hair.S: Shes young.S: Shes smiling. Shes pretty. T: Great. How about her clothes? S: She wears jeans and T-shirt.T: Good. Lets come to next step.Show the following. Ask students to read and ma

21、kes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading In this step, ask them to read the letter individually and find out the right photo. T: Sally is going to meet her friend Lingling at the airport. But they didnt meet before and they didnt know what e

22、ach other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sallys looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: Im quite tall, with short f

23、air hair, and I wear glasses. Ill wear jeans and a T-shirt for the journey, but Ill also carry my warm coat. T: Good. Can you find her now? Point out the picture. Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her l

24、ikes and dislikes and those describe her feelings. Sample sentences: 1. but I also like dance music - I love dancing! I enjoy sports as well, especially tennis. 2. Im very proud of him! I feel stupid when I get bad marks and I get angry with myself - I should work harder. and Im quite shy when I, wi

25、th strangers. I feel nervous when I speak Chinese, but Ill be fine after a few days. Im always sorry when I do something wrong But Im very excited about coming to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5

26、. After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons. Step III SpeakingAsk students to do activity 4. Samples description:The girl in the right photoShe is tall with short hair, and she i

27、s wearing glasses. Shes carrying a warm coat. She looks happy and young.Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is.Samples description:1. Shes cheerful. Shes tall and slim with long, fair hair. Guess

28、who she is!2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is!Encourage students to talk about their hobbies using the following sentence structures and phrases.I spend a lot of time with I love I enjoy As well Sample description: I spend lots of

29、 time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well.Pairwork Ask students to read the letter and underline the sentences with “when”. Call someone to read the sentences they underlined with “when”. Ask someone to put the sentences down. Sample se

30、ntences: I hope you will recognize me from my photo when I arrive at the airport. I feel stupid when I get bad marks Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and Im quite shy when Im with strange4rs. I feel nervous when I speak Chinese, but Ill be fine after

31、a few days.Im always sorry when I do something wrong, so please help me do the right things when Im with you in China! Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5. Then ask students to work in pairs and ask an

32、d say about their feelings as instructed in activity 6. Sample dialogues:1. When do you feel angry? When I get bad marks. 2. When do you feel excited? When I see a film. Step IV WritingAsk students to write a reply to Lingling and describe themselves in the letter. Sample version:Dear Lingling,Thank

33、 you for your message. Im very glad to hear from you. You said youll come to our country next month. Its great! Ill meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. Im about 1.60m tall and a little thin. Ill wear a sweater and blue trouse

34、rs for the journey. Ive got your photo - you look so tall and strong. So Im sure well find each other!Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing childrens

35、songs every evening. Im looking forward to meeting you. See you next month!Love Jane Step V HomeworkAsk students to 1. read the letter repeatedly.2. write a description of a friend or a family member. Period 3 Speaking and listening Language goals语言目标1. Key vocabulary重点词汇afraid, angry, excited, nerv

36、ous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重点句式 I feel when I Ability goals能力目标Enable students to use “when” structure and describe others. Teaching methods教学方法Communicative approach.Teaching aids教具准备A projector and a computer. Teaching procedures and ways教学过程与方

37、式Step I RevisionAsk some students to show their work. Sample version: Ihaveagoodfriend.HernameisYuanMeng.Shehaslonghairandtwobigeyes.Sheisvery lovely,niceandfriendly.SheisgoodatdrawingandIadmireherverymuch.Sheoftenshowsmeherpictures. She often wears a blue T-shirt and white trousers. She likes white

38、 very much. And she sings very well. Her voice sounds sweet and soft. She looks pretty. YuanMengismybestfriend.WewillsendE-mailstoeachother.Talk with students about their likes. T: What do you like? And why?S: I like bananas. It tastes sweet.S: I love pan cakes. It tastes delicious.S: I like pop mus

39、ic. It sounds great. Then ask them to put the following sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following. 1. 那个闻起来真香！2. 它尝起来味道挺浓烈的。3. 它尝起来不新鲜。4. 它让人感觉软绵绵的，很舒服。 5. 她的声音好听。人也长得漂亮。 Step II Speaking and listening Likes, dislike

40、s and feelings Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences. For activity 3, point out in sentences 1, 2, 3, 6, 8, we add “s” after sense verbs, but in sentences 4, 5, 7, we dont add “s” after sense verbs.Describing others Ask studen

41、ts to do activities 46. For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is “tall” or “short”. We cant see “friendly” or “nice,” but we can judge from someones behavior. Then ask them

42、to match the words with the questions and put them in the box. Check their answer with the whole class. Then ask them to do activity 6. Pairwork Go on with activity 5. Sample dialogue:A: What does your mum look like?B: Shes tall and slim.A: Whats your mum like?B: She is nice.Step III HomeworkAsk stu

43、dents to do activities. Period 4 Integrating skills Language goals语言目标1. Key vocabulary重点词汇afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重点句式 I feel when I Ability goals能力目标Enable students to write a description of someone. Teaching meth

44、ods教学方法Task-based activities. Teaching aids教具准备A projector and a computer. Teaching procedures and ways教学过程与方式Step I Revision Do activity T: Look at the words in the box. Go over the words by yourself. Your task is to describe the things in the box. One of you describes the things, your partner will

45、 guess what it is. Read the examples with some students and then ask them to work in pairs and do the game. Step II ListeningT: Next we will listen to a speakers complaining about something. Pay attention to the word “complain”, when you are not satisfied with something you will complain for it. Loo

46、k at the table first. What can we guess from the words in the first column? Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened?Then ask them to listen to the recording carefully and complete the table in activity 8. Play the t

47、ape again. Call back the answers from the whole class.Step III Reading and writing Ask students to read the passage in Around the world. T: When we meet our friends in the street, we often greet each other. What do Chinese people we often do to greet people?S: We shake hands or ask “Have you eaten?”

48、, “Where are you going?” or “Nihao!”. T: Good. Different people in different countries do or say differently when they first meet. For example, people from France and Latin American countries kiss each other on the cheek while they greet each other. Mexicans often tap each other while Japanese usual

49、ly bow. What do English people say or do when they meet? Now lets read the short passage and find out. Show the following questions. How do British people greet in formal meetings? How do they greet in informal situations?Sample answers: In formal meetings, they shake hands. Family members and good

50、friends kiss, but men dont usually kiss other men. In informal situations, people just say “hello” to each other. Then ask students to do activity 9. T: What about American people? Now read and complete the passage in activity 9. Check the answers by asking students to read the passage aloud. T: Wel

51、l, from the two passages, we know that people in the two countries behave quite different from each other. Its important to learn different cultures when we learn English. After this, ask students to do activities 10. Check the answers with the class. More examples: Our school looks beautiful. The s

52、tudents look smart. Her voice sounds sweet. She looks nice. The tofu tastes sour. But the meat smells delicious. Step IV Module task Ask students to write a description of someone. Sample version: My best friend Daming is 14 years old. He is 1.68 meters tall and looks strong, handsome. He is friendl

53、y. One day, on his way to school, he met an old lady. She looks very worried. She lost her way. Daming helped her find the way home. Step V Homework Ask students to 1. summarize what they have learned in the module.2. finish the rest activities in the workbook as a self-assessment. Teaching resource

54、s 教学资源库I. How do people in different countries greet each other? The way people greet each other is seen in every place, whether its a village, town, city, or country. Greetings are universal, some being very unique. Some people wave, others shake hands, bow, or hug each other. Some have no distinct

55、ions between a friend or someone they meet for business - they say the same greeting. Others make that distinction and have different wordings for different levels of people. Sometimes, not knowing the etiquette in one culture may be bad manners in another. JAPAN Bow from the waist. Look for another

56、 person that is doing the same. RUSSIA Kiss three times, on alternate cheeks.left, right, left. This is an old tradition. (Just kiss in the air and look for someone who is doing the same.) EGYPT Kiss three times, on alternate cheeks.left, right, left. (Just kiss in the air and look for someone who i

57、s doing the same.) ITALY Kiss on cheek 4 times - 2 on the left and 2 on the right. (Just kiss in the air and look for someone that is doing the same.) NEW ZEALAND (Maori) when the Maori people greet each other, they press their noses together. This custom is called hongi. (Find your partner by pressing your nose in the air.figure out a way to do t