仁爱版八年级英语下册全册教案

课型新授课

课题Unit5FeelingexcitedTopic1SectionA

课时1

Knowledgeaims：

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,feej,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：

invitesb.todosth.

preparesth.forsb.

saythanks/goodbye/hello/sorrytosb.

aticketto…

3.学生能自如地运用以下功能句进行交流。

教学-Howareyoudoing?-Verywell,thankyou.

目标Guesswhat!

Whatapity!

Skillaims：

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。

Emotionalaims：

通过对SectionA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。

Keypoints：

学生在交流中能自如地运用系表结构和以下短语：

invitesb.todosth.

教学preparesth.forsb.

重点saythanks/goodbye/hello/sorryto.sb.

aticketto…

难点

Difficultpoints：

1.学生对功能用语Howareyoudoing?的理解。

2.描述他人情绪时连系动词正确形式的运用。

教学

多媒体课件

准备

1.Greetthestudentsandmakethemreadyforlearning.Theteacherplays

theflashofthesong,DoReMi.

2.Theteacherasksthestudentsiftheyarehappytoseeeachotherafter

thewinterholiday.

3.Theteachershowsthethirdpictureof2onthescreen：Dotheylookhappy?

4.Showallthepictures,wordsandtheexampleof2onthescreenone

byone.Letthestudentsaskandanswerinpairsaccordingtotheexample.

Letthestudentspaymoreattentiontotheformoftheverbs.Finish2.r

(Theteachercandividethestudentsintofourgroups.Thentellthe

studentsthattheycangetonepointortwopointsorthreepoints…

whentheyanswerthequestionsormakeconversationscorrectly.Themost

excellentstudentscanget1pointonce,andthenormalstudentscanget

morepointswhentheyanswerthesamequestionormakeupsimilar

conversations.)

1.Askthestudentstoobservethepictureoflaandanswerthequestion：

DoKangkang,Jane,MariaandMichaellookexcited?Leadtothelearning

oftheconversation.

2.Theteacherasksthestudentstoreadthestatementsinlb.

3.Theteacherasksthestudentstoreadthepartsfirstlyandforma

教judgment.

4.Theteacherplaystheflashoflaforthefirsttimewithoutstopping.

Letthestudentslistentoandmatchthethreepartsoflb.

学

5.Theteacherplayslaforthesecondtime,stoppingwhennecessary.

6.Thenasktwostudentstotellanswerstolb.

过7.LetthestudentsthinkaboutwhyKangkang,Jane,MariaandMichaellook

soexcited.Explainthenewwordinvitebyshowingapictureofhaving

dinner.

程

1.Theteacherletsthestudentsaskandanswerquestionsinpairsbased

onlb.Finish1c.

2.Theteacherasksthestudentstoreadlaandcompletethepassage.The

teacherofferstwoorthreeminutestothestudentstofinishId.

3.Theteacherletsthestudentscorrectthewrongwords.

4.Theteacherplaystherecordingsentencebysentence.

5.Theteacherplaystherecordingwithoutstopping.

6.Theteacherletsthestudentsreadla,andthenasksthemtolearningroups

tofindoutthedifficultpoints.Atlastletthemsumupthemainpointsof

theconversation.

7.Theteacjiermakesasummarytoexplainthekeypointsanddifficultpoints

tothestudents：

(1)-Howareyoudoing?

-Verywell,thankyou.

(2)linkingverb+adjective

(3)Guesswhat!

(4)invitesb.todosth.

(5)oneof+最高级+名词复数

(6)preparesth.forsb.

(7)saythanks/hello/sorry/goodbyetosb.

(8)aticketto

1.Theteacherencouragesthestudentstolookatthepicturesin3and

guessthefeelingsofthepeople.Giveaforecasttotheadjectivesof

describingfeelingstheywillfillintheblanks.

2.Theteacherplaystherecording.

3.Lettwoorthreestudentstelltheiranswers.

4.Theteacherplaystherecordingandpausesaftereachconversation.

5.Theteacherplaystherecordingthethirdtimewithoutstopping.

6.Theteacherchecksthestudents'answers,callingfourstudentsfrom

eachgrouptoshowtheiranswersontheblackboard.Theteachercorrects

thewrongparts.Payattentiontotheformofthelinkingverbs.

7.Letthestudentsaskandanswerquestionsinpairsbasedon3.Give

outthesuitablepointstoeachgroup.

1.Theteacherorganizesthestudentstomakeuptheconversations,using

thelinkingverbsandtheadjectivesin4inpairs.Helpstudentsto

reviewthewaystoexpressgreetings.Encouragethemtousemore

expressions.

2.Letthestudentsshowtheirownproductionsbyactingouttheir

conversations.

Theteachergivesoutthesuitablepointstotheirproductions.

3.Theteachersumsupthestudents'conversations.

Teachthemtocareforothers'feelings.

4・Theteachershowsthesummarytothestudents.

5.Theteacherassignshomework：

(1)Reviewthesummaryafterclass.

(2)Askstudentstowriteapassageaccordingtotheconversationin

laandreadittothewholeclasstomorrow.

(3)PrepareSectionBafterclass.

作业

完成同步练习

布置

It'seasyforthestudentstounderstandthestructureof“linking

verb+

adjective”.Butit'salittlehardforthestudentstousethecorrect

课堂formof

总结thelinkingverbsintheirownconversations.Teachershoulddesign

more

oralpracticeforthestudents.

课型新授课

课题Unit5FeelingexcitedTopic1SectionB

课时1

Knowledgeaims：

1.学生能掌握-ing和-ed在词尾的读音，及此类单词的重音位置；能在朗读中正

确读出连读和句子的语调，并能区分出和读准需要重读的实词。

2.学生能正确拼读并运用单词表中的黑体单词seem,并正确运用以-ed

结尾的形容词和以-ing结尾的形容词。

3.学生能正确运用“linkingverb+adjectivew结构造句。

4.学生能自如地运用系表结构的句子进行.交流来谈论情绪。

Skillaims：

教学1.能听懂有关情绪的询问与表达的简单对话和陈述。

目标2.能正确地运用带有系表结构的句子表达情绪，能自如地就个人喜好的话

题进行交流。

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。

Emotionalaims：

通过对SectionB的学习，鼓励学生在闲暇时间多参加积极健康的文体

活动，开阔视野，陶冶情操，提高个人的自身修养，并能培养他们乐观向

上的精神，有助于排解不良的情绪。

Keypoints：

教学1.linkingverb+adjective

2.正确运用以-ed结尾的形容词和以-ing结尾的形容词。

重点Difficultpoints：

难点1.对以-ed结尾的形容词和以-ing结尾的形容词的理解。

2.对句子中需重读的词的正确把握。

教学

多媒体课件

准备

1.Greetrthestudentsandmakethemreadyforlearning.Playtheflash,

DoReMi.

2.Askfourstudentsfromdifferentgroupstoreadthepassagetheyhave

教writtenaccordingtolaofSectionA.Giveoutthesuitablepoints

toeachgroup.

3.Letthestudentsobservethepictureoflaandguess：WhydoesMr.

学

Brownlookurnhappy?

4.Learnthenewword“seem"・Theteacherpointsatthepicture,indicating

aMr.Brownlooksunhappy.Heseemsunhappy.”

过

1.Finishlb.Theteacherasksthestudentstoreadthestatementsin

程lb.

2.Theteacherplaystherecordingforthefirsttimewithoutstopping.

3.Theteacherplaystherecordingforthesecondtime.

4.Theteacherletsstudentsreadlacarefullyandchecklb.

5.Checklb.Theteachercallstwostudentstotelltheiranswers,then

correctsthewrongones.

6.Theteacherletsthestudentschecktheirguessing：WhydoesMr.Brown

seemunhappy?

7.Theteacherletsthestudentsreadlaandfindoutallthe“linking

verb+adjective”structures.

8.Writeallthephrasesontheblackboardaccordingtothestudents'

telling：seemunhappyfeeldisappointedbeinteresting/funbeboring

beexciting

9.ShowsomepicturesofCatsandAvatar.Introducethemsimply.

1.Theteacherplaystherecordingoflasentencebysentence.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofinishlc.

1Giveoutthesuitablepointstoeachgroup.

4.Theteacherasksthestudentstoreadthewordsin2a.Remindthem

topayattentiontothestressandtheunderlinedparts.

5.Theteacherplaystherecordingof2a.

6.Theteacherasksthestudentstoobservethewordsandsumuptheir

usages.

7.Theteachersumsuptheusagesoftheadjectivesendedwith-edand

-ing.

1.Theteacherasksthestudentstofillintheblankswiththecorrectforms

ofthewordsinthebrackets.Finish2b.

2.Organizethestudentstochecktheanswers.

3.Theteacherplaystherecordingof3forthefirsttimewithout

stopping.

4.Theteacherplaystherecordingforthesecondtime.

5.Check3.Theteachercallstwostudentstotelltheiranswers,thencorrects

thewrongones.

6.Theteachershowsphoneticcards/t/,/d/and/id/.

7.Theteacherpronounces/t/,/d/and/id/.

8.Theteacherletsthestudentsreadthephoneticsandthegivenwords,

andthenasksthemtofindouttherulesforspelling.

9.Theteachershowsthecardswithmoresimilarwords.

10.Theteacherletsthestudentsreadthesentencesintheboxin4b.Ask

themtopayattentiontothestress,liaisonandintonation.Tellthem

tostressthecontentwordssuchasnouns,verbs,adjectivesand

interrogativewords.

11.Theteacherreadsthesentencesof4b.

12.Theteacherletsstudentschoosethecorrectsentencestocompletethe

conversation.Finish4b.

1.Theteacherasksthestudentstopreparetheactionofthe

conversartionoflaingroupsoffour.Giveoutthesuitablepointsafter

acting.Encouragethemtohavethegoodhobbiesintheirfreetime

andcareforothers.

2.Theteacherorganizesthegame：BrainStorms.Letthestudentssay

outmorelinkingverbsandadjectivesinoneminute.Giveoutthe

suitablepointsafterthat.

3.Theteacherasksthestudentstosumupthemainpointsoftoday's

lesson.Thentheteachermakesacomplement.

4.Theteacherassignshomework：

(1)Makeupsentenceswiththelinkingverbsandadjectivesthe

studentshavementioned.

(2)Reviewthesummaryafterclass.

(3)SearchtheInternetforsomeinformationaboutthemovie,TheSound

ofMusic,toprepareforSectionCafterclass.

作业

完成同步练习

布置

Studentsunderstandthestructureof“linkingverb+adjective”well

andtheycanmakeuprightsentenceswithit.Buttheyneedmoreexercises

课堂abouttheusagesofadjectivesendedwith-edand-ing.Theyarevery-

interestedinthemovieTheSoundofMusicafterlearningSectionAand

总结

B.

It'shelpfulforthemtolearnSectionC.

课型新授课

课题Unit5FeelingexcitedTopic1SectionC

课时1

Knowledgeaims：

1.学生能根据音标，正确朗读出单词表中单词及短语。

2.能正确拼读并运用黑体单词。

3.学生能正确运用"linkingverb+adjective”结构造句。

4.学生能正确使用以下短语，复述本课课文，简单地介绍影片大意。

oneof…，carefor,becomeangry,becauseof,teachsb.todo

sth,cheersb.up,

教学Skillaims：

目标1.能听懂本课文本材料以及与电影内容相关的课堂用语。

2.能熟练地口头谈论有关TheSoundofMusic的故事大意及经典音乐的

话题。

3.能准确朗读课本的文本材料，并能正确地朗读相关的文本材料。

4,能规范地写出有关采访Mr.Brown关于。eof必sic的对话。

Emotionalaims：

教育学生要热爱音乐，学会欣赏优秀的影视作品，拥有积极乐观的生活态

度。

keypoints：

教学1.正确运用单词表中单词及短语

2.正确运用"linkingverb+adjective”结构造句。

重点difficultpoints：

难点1.lonely和alone的区别运用。

2.采访对话的写作。

教学

多媒体课件

准备

1.Greetthestudentsandmakethemreadyforlearning.Enjoythesong,

TheLonelyGoatherd.

2.Theteacherasksthestudentstomakeupsentenceswiththelinkingverbs

and

教adjectivestheyhavementionedtoreporttheirhomework.

3.Theteacherasksthestudentstogoonreportingtheirhomework：Report

someinformationtheysearchedaboutTheSoundofMusic.

学

4.TheteacherplaystheflashoftheclassicsongofTheSoundofMusic,

Edelweisstoleadthepassageofla.Theteacherletsthestudents

过finishpre-readingwork：Askthestudentstolookatthepictureand

guesswhatthetextisabout.

5.Theteacherletsthestudentsreadthewordsintheboxoflaand

程guessthemainideaofthetext.

6.Theteacherasksthestudentstoskimlaandcheckthepre-reading

work.

1.Finishlb.Theteacherasksthestudentstoreadthestatementsin

lb.

2.Theteacherasksthestudentstoreadthefirstparagraphandcomplete

thefirsttable.

3.Theteacherasksthestudentstoreadthesecondparagraphandcomplete

thesecondtable.

4.TheteacherasksthestudentstoreadParagraph3andfinishthethird

table.

5.Theteacherletsthestudentsreadthewholepassagecarefully,check

theanswer,finishlb.

6.TheteacherasksthestudentstoscanParagraph1andanswerthefirst

questionin1c：WhydidMariagototheVonTrappfamily?

7.TheteacherasksthestudentstoscanParagraph2andanswerthesecond

questionin1c：WhyweretheVonTrappfamilysad?

8.TheteacherasksthestudentstoscanParagraph3andanswerthethird

questionin1c：HowdidMariacheerupthechildren?

9.Theteacherasksthestudentstoscanthewholepassageandanswerthelast

questionin1c：WhatdoyouthinkofMaria?Thencheckalltheanswers.

1.Theteacherasksthestudentstoreadthroughthepassageandfind

outthelinkingverb+adjectivestructure.

2.Theteacherplaystherecordingwithoutstopping.

3.Theteacherasksthestudentstofindoutthedifficultpointsandsumup

themainpointsofthepassage.

4.Theteachermakesasummarytoexplainkeypointsanddifficultpointsto

thestudents.

(1)lonely孤独的，寂寞的，侧重人的心理。

alone独自的，单独的，说明客观存在。

(2)because后接状语从句，becauseof因为，由于，介词短语，后接名

词或相当于名词的词或短语。

(3)cheersb.up使某人振奋起来，使某人高兴起来。

5.Theteacherasksthestudentstoreadthewholepassageingroups,making

sureeveryonecanreadthroughthepassage.

1.Playthegame：Aroundrobinstory.Theteacherasksthestudentstoretells

thestorybasedonlband1c.MemberBretellsthefirstparagraphaccording

tothefirsttableandthefirstquestion.MemberCretellsthesecond

paragraphaccordingtothesecondtableandthesecondquestion.Member

Dretellsthethirdparagra^haccordingtothethirdtableandthethird

question.AtlastMemberAretellsthewholestory.

2.Theteachershowssome.exercisesonthescreentothestudents.Then

callfourstudentsfromdifferentgroupstowritedowntheiranswersonthe

blackboard.

3.Theteachercallstwostudentstochecktheanswers.

1.Finish2a.Theteacherasksthestudentstomakeaninterviewin

groups.MemberBactsMichael.MemberC,D,EandFanswerMemberB'

squestionsof2a.ThenMemberAreportstheinterviews.

2.Theteachersummarizeswhatthestudentslearnedtoday.Important

languagepointsareshownonthecomputerscreen.

3.Theteacherassignshomework：

(1)Theteacherasksthestudentstofinishwritingtheconversation

betweenMichaelandMr.Brownintheirexercjsebooks.Remindthemto

connectthetopicsentences,thenaddsomethingnecessary.

(2)TheteacherasksthestudentstosearchtheInternetforsome

informationaboutBeijingOperatoprepareforSectionDafterclass.

(3)TheteacherassignsthestudentstoreviewSectionA-Ctopreparefor

SectionD.

(4)Theteacherasksthestudentstowatchtheclassicmovie,heSound

ofMusic.

作业

完成同步练习

布置

ThestudentslikethetwobeautifulsongsfromTheSoundofMusicvery

课堂much.Thewholeatmosphereofthislessonisactive.It'shelpfulto

总结Englishteachingandlearning.Weshouldshowmoreinformationthatthe

studentsareinterestedinwhenwehavetheEnglishclass.

课题Unit5FeelingexcitedTopic1SectionD课型新授课

课时1

Knowledgeaims：

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Unkingverb+adjective结构；

3.能准确运用本单元重点短语进行写作练习：

invitesb.todosth.,preparesth.forsb.,sayrthanks/goodbye

/hello/sorrytosb.

aticketto…，becauseof,cheersb.up,comeintobeing,befullof,agree

withsb.makepeacewithsb.,intheend,bepopularwithsb.,be/become

interestedin…等短语。

4.能正确做出教师设计的补充词汇对比的练习：

{boring；bored)

{exciting;excited)

{alone；lonely)

教学

{because；becauseof}

目标{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。

Skillaims：

1.能听懂与课本内容难度相当的，有关BeijingOpera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u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。

Emotionalaims：

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。

Keypoints:

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

教学描述故事中人物的不同情绪，并熟练运用linkingverb+adjective结构e

2.掌握interesting和interested的用法区别。

重点Difficultpoints：

难点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

多媒体

准备

1.Greetthestudentsandmakethemreadyforlearning.Enjoythesong,Rapface.

2.Theteacherasksthestudentstoreporttheirhomeworkinpairs：A1-A2；B1-B2；

C1-C2；D1-D2.MakeuptheconversationsbetweenMichaelandMr.Brown.

3.Theteacheraskstwostudentstowritetheirconversationsontheblackboard.

Theteachercorrectsasanexampleforotherstocheck.

4.TheteachershowsthepicturesoftherolesinBeijingOperatothestudentsand

leadstothenewlesson.Askthestudentstoreportsomeinformationtheysearched

ontheinternet.

1.TheteacherasksthestudentstoskimthepassageandmarkTorF.

2.Theteachercheckstheanswers.

3.TheteacherasksthestudentstoreadParagraph1andanswerthequestions：

(1)WhendidBeijingOperacomeintobeing?

(2)Wherediditsmusicandsingingcomefrom?

(3)HowmanymainrolesarethereinBeijingOpera?

4.Theteacherhelpsthestudentschecktheanswers.

5.TheteacherasksthestudentstoreadParagraph2andanswerthequestion：Are

theyoungpeopleinterestedinBeijingOperanowadays?

6.Theteacherhelpsthestudentschecktheanswer.

教

1.Theteacherasksthestudentstoreadthewholepassagecarefullytofindout

学thedifficultpointsandsumupthemainpointsofthepassage.

2.Theteachermakesasummarytoexplainthekeypointsanddifficultpointstothe

students.

过(1)comeintobeing

(2)a^reewithsb.

(3)befullof

程

(4)makepeacewith...

(5)intheend

(6)bepopularwithsb.

(7)be/becomeinterested

in...

3.Theteacherasksthestudentstolookatthepicturesin2aandthinkabout

thewordsandphrasestheymayusewhentheytalkaboutthepictures.

4.Theteacherasksthestudentstomakeupsentencesaccordingtopicturesand

thewordsorphrases.

5.TheteacherasksMemberAofeverygrouptoreportthepassageaccordingto

thesentencesabove.

6.Theteacherasksthestudents

towritetheshortpassagesbasedonthereportof2atodescribethedifferentfeelings.

1.TheteacherasksthestudentstoreadthroughSectionA-Ctoreviewthenotesofthis

topic.

2.TheteacherleadsthestudentstosumuptheGrammarandFunctions.

3.Theteacherdesignssomeexercisestopracticethevocabulary.

(1)Iwanttoi____youtomyhousethisSunday.

(2)Theflowerss___nice.

(3)Mr.Wangs_tobeunhappytoday.What?swrongwithhim?

(4)Hewasa___madwhenheheardofthebadnews.

(5)Tomplaysanimportantr___inthenewmovie.

4.Theteacherdesignssomeexercisestodifferentiatetheusagesofthemain

wordsinthistopic：

(1)Themovieistoo____.R(boring,bored)

(2)Wearevery____toknowthe____news.(exciting,excited)

(3)Heisnewhere,soheoftenfeels_____.(alone,lonely)

(4)Wecan'tgoforawalk____therain,(because,becauseof)

(5)Weareall___inthe____book(interesting,interested)

1.Theteacherasksthestudentstomakesureofthenamesoftheirfavoritemovie,

playorstory.

2.Theteacherasksthestudentstodiscussthegivenquestionsingroups.

3.Theteacherasksthestudentstowritedowntheirownanswers.

4.Theteacherasksthestudentstocheckingroupsandcorrectthewrongones.

5.Theteacherasksthestudentstojointheirownsentencesintoapassage.

6.Theteacheraskstwostudentstowritedowntheirpassagesontheblackboard.

Theteacherchecksthemwiththestudents.Thenthestudentschangetheirpapers

andcheckothers'papers.

7.Theteacherassignshomework:

(1)Theteacherletsstudentsfinishtheessay“Myfavoritemovie“afterclass.

(2)Theteacherasksthestudentstopreparethewordcardstopreviewthe

vocabularyinTopic2.

作业

完成同步练习

布置

Studentsareweakinwritingpractice.Theteachershouldpaymoreattentionto

课堂

thewritingteaching.Designthewritingstepscarefully.Theteachermaylet

总结

studentsenjoyarealBeijingOperaafterclass.

课型新授课

课题Unit5FeelingexcitedTopic2SectionA

课时1

Knowledgeaims：

1.学生能正确拼读并运用单词表中的黑体单词exam,strict和shyo

2.学生能正确运用以下短语造句：

seemtodo**-,dobadlyin…，bestrictwithsb.,haveatalkwith

sb.,beworriedabouttakeiteasy

3.学生能自如地运用以下功能句进行交流。

Anythingwrong?

Whatseemstobetheproblem?

Thankyoufortellingme.

教学

Skillaims：

目标1.能听懂有关关注情绪和提出建议的简单对话和陈述。

2.能正确地运用本课的交际功能用语进行询问和给出建议。

3.能正确朗读课本的有关情绪询问和给出建议的文本材料及难度相当的

材料。

4.能正确地运用本课新呈现的短语，原因状语从句以及交际功能语言写出

简单的有关情绪询问和给出建议的对话。

Emotionalaims：

通过对SectionA的学习，学生能够学会关注他人的情绪，在别人情

绪低落时提出合理有效的建议，帮助伙伴远离消极情绪。

Keypoints：

1.学生在交流中能自如地运用描述情绪和情感的形容词。

教学2.正确运用原因状语从句。

重点Difficultpoints：

1.学生对...shehasnofriendstotalkwith.一句中totalkwith

难点

的理解。

2