八年级下册教案设计unit5 教案

Unit5FeelingExcited

Topic1Youlookexcited.

教学内容分析及课时分配建议：

本单元以FeelingExcited为主题。第一话题通过Kangkang和朋友们谈论他们的父母以及Mr.Brown

去看电影的有关事件，学习问候、转达感谢、表达观点和看法、表示遗憾等的表达法：主要句型和

语法是感官动词的基本用法，如：Youlookexcited.和Howdoesthemusicsound?同时，还学习有关情

绪和感受的形容词。如：lonely,frightened,worried,interested,upset,surprised等，并通过Project的活

动以作报告的形式介绍自己最喜欢的电影、剧目或者故事，对本话题所学内容进行真实的应用。

本话题建议用5个课时来完成。

第1-2课时：SectionA-la,lb,lc,Id,2

第3-4课时：SectionA-3,4SectionB-la,lb,lc

第5-6课时：SectionB-2a,2b,3,4a,4b

第7-8课时:SectionC-la,lb,lc,2a,2b,3

第9课时：SectionD-GrammarandFunctions,1,2a,2b,Project

第1、2课时(SectionA-la,lb,1c,Id,2)

教学设计思路：

本节课主要活动为SectionA-la和2。

本节课的课型为听说课。教学目标的重点是系表结构的用法。在导入部分利用师生交谈的方式让学

生充分感知系表结构。在Pre-listening环节中，通过预测1b的答案尝试使用系表结构的同时了解对

话大意，降低听力的难度。While-listening环节，重点在于听力的训练。在多次反复听的过程中，完

成由易到难的任务，同时兼顾说的训练。Post-listening环节以语言的运用为主，同时总结系表结构

的用法。

I.Teachingaims

1.Knowledgeaims：

(1)学习并掌握新词汇

invite,film,smell,disappointed

(2)掌握感官动词,to：look,smell,feel,sound,taste等的基本用法。

(3)能够运用本课所学到的表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题

的表达法进行日常的交流。

①问候

—Howareyoudoing?

-Verywell,thankyou.

②转达感谢

Pleasesaythankstoyourroom.

③惋惜

Whatapity!

④询问和表达个人观点和看法

Howdotheflowerssmell?

⑤引出话题

Guesswhat!

⑥描述感受

Youlookexcited.

2.Skillaims:

能使用表示问候与转达感谢、惋惜、询问和表达个人观点和看法以及引出话题的表达法进行日常的

交流。

3.Emotionalaims:

能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints:

学生在交流中能自如地运用感官动词。

2.Difficultpoints：

感官动词的用法。

III.Learningstrategies

1.通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要完成的

题目进行初步的判断。

2.鼓励学生学会将词汇按词性分类，并总结归纳语法项目。

IV.Teachingaids

VTeachingprocedures

Stage1(1mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetandwarmup.

T:Goodmorning,everybody!Nicetoseeyouagain!

T:Howareyoudoing?

Greetandwarmup.

Ss:Goodmorning,Miss...Nicetoseeyou,too.

Ss:Verywell,thankyou.

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多

种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage2(lOmins)：Lead-in

1(Classactivity)Collectsomepicturesoftheteachersandthestudents5holidaylifebeforeclass.Then

showthemonthescreen.Talkaboutthepicturesusingthetargetlanguageandleadinthetopic.

T:Howwasyourholiday?

T:Didyougotraveling?Wheredidyougoandwhatdidyoudo?

T:Whatawonderfulexperience!Ibelievethateverybodyhasaunforgettablewinterholiday.Anyway,

holidayisalwaysrelaxingandpleasant.Icollectedsomepicturesofourteachersandourclassmateswho

wereonholidays.Let'senjoythem.

T:Lookatthispicture.Whoishe?Whatishedoing?Lookathissmilingface,hefeelsveryhappy,doesn't

he?

T:Andhowaboutthesecondone?Whathappenedtoher?Howdoesshelook?

T:...

T:Bytheway,didyouseeanymoviesinyourwinterholiday?

T:Whatmoviesdidyousee?

T:Really?Iheardthatit'sawonderfulmovie.Whatapity!Iwasn'tabletobuyatickettoit.Ithinkfllsee

itnexttime.

T:Howdidyoufeelwhenyouseethemovie...?

T:EventhoughIfeelalittledisappointedbecauseImissedthemovie...,Isawanotherwonderfulmovie

namedthesoundofmusic.Haveyouseenit?

T:Ibelievethismoviewillmakeyoufeelpleasedandrelaxed.SoIadviseyoutoseeitifyouhavetime.

Talkaboutthepictures.

Ss:Fine

Si:...

S2:...

Ss:Yes.

S3:Shelooksexcited.

S4:...

Ss:Yes.

Ss:Iseethemovie...

S5:Ifeel...

Ss:Yes/No.利用目标语言谈论假期生活，让学生充分感知感官动词。导入la。

Remark：将功能句自然地运用在师生交流中。

Stage3(5mins)：Pre-listening

1(Classactivity)Askthestudentstopredicttheanswerstolb.

T:Well,Kangkang5sparentswillinviteotherchildren'sparentstoseethismovie.Onhearingthisnews,

howdotheyfeel?Read1bfirstandyoucanguesstheanswers.

T:Why?

T:Howabouttheirparents?Howdotheyfeel?

T:Mr.Brownfeelsdisappointedbecausehecouldn'tgetatickettothemovie.Whensomedesiredevent

hasnothappened,wemayfeeldisappointed.Whatthingscanmakeyoufeeldisappointed?

Predicttheanswerstolb.

SI:Ithinktheyfeelhappy.

S2:Ithinktheyfeelexcited.

S3:Becausetheycanspendtheeveningtogether.

S4:Theyfeelhappybecausetheywillgotoseethemovie.

S5:Mygoodfrienddidn'tcometoseeme,Ifeeldisappointed.

S6:1feeldisappointedbecausewefailedthisfootballgame.通过预测lb的答案，帮助了解对话的内容，

降低听力的难度。同时练习系表结构。

Remark：通过听力训练，鼓励学生通过图片和形容词的感情色彩大胆预测即将听到的内容，对所要

完成的题目进行初步的判断。

Stage4(12mins)：While-listening

1(Individualwork)Playtherecordingofla,andasktheSstomatchthethreepartsinlb.

T:Good!Nowlet,slistentotheconversationinlaandmatchthethreepartsinlb.Andthenyoucan

checkyourguessingwithyourpartners.

Listentolaandmatchthethreepartsinlb.Checktheanswers.

Ss:…由易到难设置听力任务，进行听力训练。

2(Pairwork)Playthetaperecorderagain.

T:Let'slistentotheconversationagain.Payattentiontotheirfeelings.Andthenyoucanaskandanswerin

pairsaccordingtotheexampleof1c.Listentolaagainandpayattentiontothepeople'sfeelings.

Askandanswerinpairsaccordingtotheexampleof1c.

Pl:...

3(Individualwork)Playthetaperecorderagain.

T:Welldone!Nowlet'slistenagainandyoucancompletethepassageinId.

T:Let'scheckyouranswers.Whowouldliketoreadthispassageforus?

ListentolaagainandcompletethepassageinId.

SI:...

Remark：

Stage5(12mins)：Post-listening

1(Groupwork)Askthestudentstoreadla.

T:Nowlet'sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.

Andrilasksomegroupstoreadandactitlater.Readandpracticetheconversationingroups.

Gl:...

2(groupwork)Drawsomepicturesoffacialexpressions(sad,excited,angry,disappointed,happyetc.)on

theBbquicklyorshowthemonthescreen.Encouragethestudentstosayoutthecorrespondingadjectives.

WritedowntheadjectivesontheBb.

T:Lookatthispicture.Howdoeshefeel?

T:Howaboutthisone?Howdoeshelook?

T:Andthisone?

Showthethirdandthefifthpicturesof2.

T:Lookatthepictures(thethirdone).Howdotheylook?

T:Howdotheyfeel?(thefifthone)

Showtherestpicturesin2andsomeotherpicturestheteachercollectedbeforeclass.Writedownthelink

verbsandadjectives.

T:Lookatthesepictureandtheexample.Howdotheflowerssmell?

T:Canyouaskandansweraccordingtothesepicturesandthewords?Sayouttheadjectives

SI:Hefeelssad.

S2:Helooksdisappointed.

S3:...

S4:Theylookhappy.

S5:Theyfeelexcited.

Talkaboutthepictures.

S6:Theysmellnice.

Pl:…巩固感官动词的用法，完成2。为语法的总结做铺垫。

3(Groupwork)Summarizethebasicuseoflinkingverb.

T:Inthislessonwehavelearnedsomelinkingverbsandsomeadjectives.Canyousummarizethem?You

candiscussingroups.

T:“Linkingverb+adjective,,isaveryusefulstructure.Wecanuseittoexpressourfeelingsandopinions.

Ihopeyoucanuseitfreelyinyourdailylife.Summarizethebasicuseoflinkingverbingroups.

SI:Linkingverbs:look,feel,sound,smell,taste...

S2:Adjectives:happy,excited...

Remark：鼓励学生学会将词汇按词性分类，并总结归纳语法项目。

Stage6(5mins)：SummarizingandassigningHMK

1(Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.

T:OK.Classwillbeoversoon.Nowlet'ssummarizewhatwehavelearntinthislesson.Whatdowe

learnedandwhatcanyoudoafterthislesson?

T:Whatimportantstructuredidwelearned?

T:Yes,wecanuseittoexpressourfeelingsandopinions.Whatusefulfunctionsdidwelearned?

T:Goodjob!Andwealsolearnedsomekeyphrases.SsSummarizethislesson.

S1:Linkingverb+adjective.

S2:一Howareyoudoing?

—Verywell,thankyou.

S3:Guesswhat!

S4:Really?

S5:Soundsgreat!

S6:Whatapity!

S7:invitesb.todosth.

S8:oneof+最高级+名词复数

S9:saythanksto

S10:aticketto1.总结本课所学，帮助学生使知识条理化。

2.了解学生的掌握情况。

3.帮助学生再一次巩固本课的知识点。

2(Classactivity)AssignHMK.

T:Fortoday'shomework,Tdlikeyoutorememberthenewwordsandphrases.Pleasepracticelaand2

withyourpartner.AndthenyoushouldpreviewSectionA-3,4&SectionB-la,lb,lc.适当的家庭

作业有助于巩固课堂所学的知识。

Remark：帮助学生分类做课堂小结，可使知识脉络清晰，有条理.

VI.Blackboarddesign

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...

Unit5FeelingExcited

Topic!Youlookexcited.

第3、4课时(SectionA-4,3SectionB-1aJb,1c)

教学设计思路：

本节课主要活动为SectionB-la,lb,1c。本节课在上节课学习系表结构的基础上谈论个人喜好及对事

物的看法。所使用的句型仍然是感官动词+形容词。所以在复习导入环节对感官动词和形容词做充分

的复习巩固。首先用竞赛的方式让学生快速写出上节课所学的形容词，接下来利用SectionA-4的活

动运用这些形容词编对话，练习系表结构表达情绪的用法。再利用SectionA-3的听力活动进一步巩

固感官动词的用法。Pre-listening环节与学生讨论与对话相关的内容，并培养学生听之前预测答案的

习惯和能力。While-listening环节设置不同难度的听力问题进行听力训练。Post-listening环节重点在

于语言的输出和运用。让学生在真实交际中运用所学语言，实现学以致用。

I.Teachingaims

2.Knowledgeaims：

(1)学习并掌握新词汇

seem,opera

(2)句型

Heseemsalittleunhappy.

It'ssofunnyandinteresting.

2.Skillaims:

(1)通过听对话判断正误，训练学生抓住关键词和细节信息的能力。

(2)听懂本课表示个人喜好的表达法。

3.Emotionalaims:

能够乐于表达自己的观点、看法和情感并能主动关心他人的感受。

4.Cultureawareness:

II.Thekeypointsanddifficultpoints

1.Keypoints:

学生能正确运用“linkingverb+adjective”结构造句。

2.Difficultpoints：

学生能自如地运用系表结构的句子进行交流来谈论情绪。

III.Learningstrategies

1.通过听之前对听力题的阅读和对答案的推测，猜测和了解听力文段的大致内容，降低听力的难度。

2.通过听之前对听力题的阅读和对答案的推测，抓住关键词和细节信息。

IV.Teachingaids

VTeachingprocedures

Stagel(2mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetandwarmup.

T:Goodmorning,everybody!Nicetoseeyouagain!

T:Howareyoudoing?

T:Youseemveryhappy.Why?

T:Really?...Greetandwarmup.

Ss:Goodmorning,Miss...Nicetoseeyou,too.

Ss:Verywell,thankyou.

Ss:Because...

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多

种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage2(12mins)：Revision

1(Classactivity)Haveacontest.Showsomepicturesoffacialexpressionsonthescreenquickly.

T:Beforethenewlesson,let'shaveacontest.Tilshowyousomefacialexpressionsonthescreenquickly.

Youshouldwritedownthecorrespondingadjectivesasquicklyaspossible.Thestudentwhowritesthe

mostwillbethewinner.Areyouready?Go!

T:Howmanyadjectiveshaveyouwrittendown?Let'scount.Oh,SIgotthemost.Congratulations!Can

youwritethemontheBb?Writedownadjectivesaboutfeelingsasmanyaspossible.

Ss:…

SI:Sure.用竞赛的方式复习表示情绪的形容词。

2(Groupwork)LetthestudentsmakesentenceswiththeadjectivesontheBbingroup.Finish

SectionA-4.

T:Youcanusetheseadjectivestoexpressyourfeelings.Nowlet'sworkingroupsandmakesentenceswith

them.Maybetheconversationin4canhelpyou.MakesentenceswiththeadjectivesontheBbingroup.

Gl:...

G2:-利用黑板上的形容词造句。小组内对话，完成SectionA-4的练习。复习上节课的内容。

3(Individualwork)Playthetaperecordingof3.

T:Youdidquitewell.Justnowyouuselinkingverbsandadjectivestoexpressyourfeelings.Let'slearn

more.Lookatthepicturesin3onpage2.First,listentosomeconversationsandnumberthepictures.

T:Canyoutellmetherightorder?

T:Yougotit.Nowlistenagainandwritedownthelinkingverbsandadjectives.

T:Haveyougottheanswers?Whocantellustheanswersandmakeasentencewiththetwowords?

Listento3andfinishthetasks.

Ss:...

S1:Therightorderis...

Ss:...

S2:...

…利用SectionA-3的听力练习复习系表结构。

Remark:以多种方式对上节课的重点内容进行复习巩固。

Stage3(5mins)：Pre-listening

1(Individualwork)Predicttheanswerstolbandthemainideaofla.Leadinla.

T:Asweknow,Kangkangandhisfriendscanspendtheeveningtogether.Sotheyfeelveryhappy.Why?

T:Yes,youareright.ButMr.Brownseemsdisappointed.Why?

T:DidyouseethefilmThesoundofMusic?

T:Maybesomeofyoulikewatchingfilms,whiletheothersdon't.IpreferPekingoperastofilms.What

aboutyou?

T:Well.Nextwewilllistentoaconversation.Beforelistening,let'sreadthesentencesinlb.Maybeyou

canpredicttheanswers.Atleast,youcantellmewhatthemainideaoftheconversationis.

T:Yourinferenceisreasonable.Howabouttheothers?

T:Itdoesn'tmatter.Thethreesentencesareaboutdetails.Wecannotpredicttheanswers.Soyoumustpay

attentiontothedetailswhenyoulisten.Butmaybeyoucantellmewhattheyaremainlytalkingabout?

Predicttheanswerstolbandthemainideaofla.

SI:BecauseKangkang'sparentswillinviteJane'sparentstoseethefilmTheSoundofMusic.

S2:Becausehewasn'tabletogetthetickettothefilm.

Ss:Yes./No.

S3:...

S4:...

S5:Ithinkthefirstsentenceisfalse.BecauseMr.Browncouldn'tgetatickettoTheSoundofMusic,not

Avataraccordingtola.

Ss:Sorry,wecan'tpredicttheanswerstothem.

S6:Theyaremainlytalkingabouttheirandtheirparents?likesanddislikes.听之前的讨论和预测是为

了解决对话中可能出现的难点并帮助学生了解文意，降低听力的难度。

Remark：通过听之前对听力题的阅读和对答案的推测，提醒学生注重对话的关键词和细节信息。猜

测和了解听力文段的大致内容，降低听力的难度。

Stage4(7mins)：While-listening

1(Individualwork)Playthetaperecordingofla.

T:Youdidquitewell.Lefslistentotheconversation.YoucanmarkTorFforthesentencesoflb.

T:Whowouldliketotellmeyouranswers?

T:Howcanyoucorrect?

T:Goodjob!ListentolaandmarkTorF.Finishlb.

Ss:...

S1:Thefirstoneisfalse.BecauseMr.Browncouldn'tgetatickettoTheSoundofMusic,notAvatar.

S2:Thesecondoneistrue.

S3:Thethirdoneistrue.

S4:Thefourthoneisfalse.

S4:Kangkang,sparentslikeBeijingOpera,butKangkangdoesn'tlikeitatall.Hethinksit'sboring.

完成lb,核对答案。

2(Individualwork)Showsomequestionsaboutlaonthescreen.Playthetaperecordingoflaagain.

(1)HowdoesMr.Brownseem?Why?

(2)WhichoperaisMaria'sfavorite?

(3)WhatdoKangkang'sparentslikebest?

(4)WhatdoesKangkangthinkofBeijingopera?

T:Readthesequestionsfirst.Andthenlistentolaagain.Answerthequestions.

T:Whocantellustheanswers?Listentolaagainandanswerthequestions.

Ss:...

SI:...

...设置更深层次的听力问题。由易到难，由浅入深地训练学生的听力技能。

Remark：

Stage5(14mins)：Post-listening

1(Groupwork)Askthestudentstoreadlainrolesingroups.

T:Nowlet'sworkingroupsandreadthedialoginroles.Payattentiontothepronunciationandintonation.

AndPHasksomegroupstoreadandactitoutlater.Readandpracticetheconversationingroups.

Gl:…

2(Groupwork)Askthestudentstoretelltheconversationandthenchangetheconversationintoa

passageingroups.

T:Nicejob!Nowworkingroups.Let'schangeyourconversationintoashortpassage.First,eachstudent

saysasentencetoretelltheconversation.Andthenoneofyouwritethemdowntoformashortpassage.

Thekeywordsin1cmayhelpyou.Lefsbegin!

T:Whowouldliketoshowyourpassagetous?

T:Yourgroup'sworkiswonderfultoday.Anyoneelse?

Retelltheconversationwiththehelpofthekeywordsin1candthenchangetheconversationintoa

passageingroups.

Ss:...

SI:Letmehaveatry

S2:...

3(Pairwork)Encouragethestudentstomaketheirownconversationstoexpresstheirlikesanddislikes

accordingtola.

T:Doyouwanttoknowmoreaboutyourpartner?Let'sworkinpairs.Youcanmakeyourown

conversationsandaskyourpartnerabouthis/herlikesanddislikesandthereasons.AndI'llasksome

groupstoactitoutlater.

T:Iwantsomepairstoactoutyourdialog.Whowouldliketohaveatry?Maketheirownconversations

accordingtolainpairs.

Ss:...

Pl:在真实交际中运用所学语言，实现学以致用。

Remark：

Stage6(5mins)：SummarizingandassigningHMK

1(Classactivity)AsktheSstosummarizeandconsolidatewhatwehavelearntinthislesson.

T:OK.Classwillbeoversoon,Nowlefssummarizewhatwehavelearntinthislesson.Whatdowe

learnedandwhatcanyoudoafterthislesson?

T:Canyoumakeasentencewithit?

T:Agoodexample.Anythingelse?

SsSummarizethislesson.

SI:Welearnedanotherlinkingverb:seem.

SI:Yes.Forexample,heseemsexcitedbecausehedidwellintheEnglishexam.

S2:Wecanexpressourlikesanddislikesandtheopinionsaboutthem.1.总结本课所学，帮助学生使

知识条理化。

2.了解学生的掌握情况。

3.帮助学生再一次巩固本课的知识点。

2(Classactivity)AssignHMK.

T:Good.Fortoday'shomework,I'dlikeyoutorememberthenewwordsandphrases.Pleasepracticela

withyourpartner.AndthenyoushouldpreviewSectionB-2a,2b,3,4a,4b.适当的家庭作'也有助

于巩固课堂所学的知识。

Remark：

VI.Blackboarddesign

seemunhappy

feeldisappointed

beinteresting/fun

beboring

Unit5FeelingExcited

Topic1Youlookexcited.

第5、6课时(SectionB-2a,2b,3,4a,4b)

教学设计思路：

本节课主要活动为SectionB-2a,2b,3。以词汇和语音语调的学习为主。复习导入仍以系动词的基

本用法为主，以师生讨论的方式复习情绪形容词的用法，引出形容词的概念。学生总结情绪形容词，

教师板书并分类。接下来进入SectionB-2a的学习。学生观察2a的词汇，归纳构词法。教师鼓励学

生说出更多类似的词汇，补充板书。在巩固环节利用刚刚总结的形容词的分类及用法知识完成2b和

3的练习。在语音和语调环节完成4a和4b的教学活动，鼓励学生总结ed的发音。注意语音，语调

和连读。

I.Teachingaims

3.Knowledgeaims：

正确运用以-ed结尾的形容词和以-ing结尾的形容词。

4.Skillaims:

(1)学会观察，分组记忆单词，并正确掌握-ed结尾的形容词和-ing结尾的形容词在用法上的区别。

(2)掌握・ing和・ed在词尾的读音，及此类单词的重音位置。

(3)能在朗读中正确读出连读和句子的语调，并能区分并读准需要重读的实词。

3.Emotionalaims:

4.Cultureawareness

II.Thekeypointsanddifficultpoints

1.Keypoints:

(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。

2.Difficultpoints：

(1)对以-ed结尾的形容词和以-ing结尾的形容词的理解。

(2)对句子中重读词的正确把握。

III.Learningstrategies

1.对同一词根的词的成组理解记忆有助单词记忆速度的提高和对词义的理解。

2.通过跟读录音，让学生知道模仿读音是修正自己读音的很好的学习途径。

IV.Teachingaids

VTeachingprocedures

Stagel(5mins)：Gettingstudentsreadyforlearning

1(Classactivity)Greetasusualandthenshowsomeproverbs.

T:Goodmorning,boysandgirls.

T:Howareyoudoing?

T:I'mfine,thankyou.I'llshowsomeproverbstoyou.AndIhopeyoucanlearnthembyyourheart.Let's

readthemfirst.

l.Tomakeyourdreamcometrue,youhavetostayawake.

2.Appearancesaredeceitful.(以貌取人常有错。)

3.Extremesaredangerous.(凡事走向极端总是危险的。)

4.Imaginationismoreimportant

thanknowledge.

5.Thetruthisalwaysgreen.

T:Canyouunderstandtheseproverbs?Trytoguesstheirmeaning,please.

T:Yougottherightmeanings.Youknow,proverbsarethedaughtersofdailyexperienceandwisdomof

people.Ihopeyoucancollectmoreproverbs,rememberthemandtrytousetheminourdailylifeandin

yourcompositions.Nowwatchtheproverbscarefully.Youmayfindalltheseproverbshaveauseful

structure.Whatisit?

T:Yes,yougotit.Greetasusualandthenreadandlearnsomeproverbs.

Ss:Goodmorning,Miss...

Ss:Verywell,thankyou.Andyou?

Ss:...

S1:Yes.Thefirstonemeans要使梦想成为现实，你就得醒着。

S2:…

S3:Itis"linkingverb+adjective,,.以学习谚语导入不仅是为了增加学生的词汇量和丰富学生的英

语知识，同时要求学生观察这几个谚语，总结他们的共同点一一系表结构，从而导入本节课的内容。

所选谚语如果学生不能确切理解，教师要进行解释。

Remark：这一环节的目的是要创造学习英语的氛围并使学生静下心来，开始新的学习。可以采用多

种方式，如唱歌、游戏、值日报告、自由讨论等。

Stage2(3mins)：Revision

1(Classactivity)Showsomesituations.

「Let'sreviewthestructure'linkingverb+adjective^.Howdoyoufeelwhenyourpetdies?

T:Howdoyoufeelwhenyouhave

atemperature?

T:Howwillshelookwhenagirlislisteningtowonderfulmusic?

T:Howdoesheseemwhenaman

losthisphone.

T:Howdoesthefoodsmellwhenitgoesbad?

T:...

Makesentencesaccordingtothesituations.

S1:Ifeelsad.

S2:Ifeeltenible.

S3:Shelookshappy.

S4:Heseemsveryworried.

S5:Itsmellsterrible.

Ss:…引导学生用描述情感的词汇回答，复习感官动词的基本用法。

Remark：可以选择其他的方式复习系表结构。如：把习题呈现在白板上，让学生英汉互译或者用系

动词及形容词填空；利用图片和提示词造句等。

Stage3(15mins)：Presentation

1(Groupwork)Encouragethestudentstosummarizetheemotionaladjectivesandwritethemonthe

Bb.

T:Youdidquitewell.Nowlet'sworkingroupsandhaveacontest.Writedowntheemotionaladjectivesas

manyaspossible.Thegroupwhichwritesthemostwillbethewinner.Let'sbegin!

T:Howmanywordshaveyouwrittendown?YoucanreadthemandI'llwritethemontheBb.

T:Well,ItseemsthatGroup1gotthemostadjectives.Congratulations!summarizetheemotional

adjectives.

Ss:...

SI:happy,excited,sad...学生总结学过的表达情绪的形容词，为下一个任务做准备。

2（Individualwork）Encouragethestudentstoobservethewordsandsumuptheirdifferentformsand

usages.

T:MaybeyouhavefoundthatIhadsortedtheadjectivesingroupsontheBb.Nowlet'saddmore

adjectives.Pleasereadthewordsin2aandpayattentiontotheunderlinedparts.Canyousumuptheir

differentformsandusages?

T:Good.Youobservedverycarefully.Butwhat'sthedifferenceinusagesbetweenthem?

T:Youdidagoodjob.Youhavealmostgotit.IJ11explainitinChinese.Pleasetakeanote.VX“-ed”结

尾的形容词表示“感到……的"，其主语是人，在句中作表语或定语；以结尾的形容词表示

“令人……的”，其主语多为事物一类的名词，在句中作表语或定语。

T:Canyouthinkofmoreadjectiveslikethis?

T:Tilgiveyoumoreverbs.Canyousayoutthecorrespondingadjectives?

T：satisfy（使...满意）

T:amaze（使...惊讶）

T:puzzle（迷惑）

T:Good!CanyoumakesentenceswiththeseadjectivesontheBb?

T:Goodsentences!Studentsobservethewordsandsumuptheirdifferentformsandusages.

SI:Thefirstwordineachgroupisverb.Andtheothersareadjectives.Thesecondwordineachgroupends

with-ing.Andthelastoneendswith-ed.

S2:Maybetheadjectivesendswith-ingisusedtodescribeathing.Buttheadjectivesendswith-edisused

todescribepeople'sfeelings.Icannotexplainitexactly.

S3：surprise

surprising

surprised

S4:tire

tiring

tired

S5:move

moving

moved

S6:frighten

frighteding

frightened

S7:...

S8:satisfying（令人满意的）

satisfied（感到满意的）

S9:amazing（令人惊讶的）

amazed（感到惊讶的）

S10:puzzling（令人迷惑的）

Puzzled（感到迷惑的）

Sll：rmtiredbecausethisworkistiring.

S12:Thisstoryismoving.Tmmoved.

总结以-ing结尾和以-ed结尾的形容词的构成及用法。教会学生分类记忆单词的策略。为2b和3

的听力活动做准备。

3(Classactivity)Playthetaperecordingof2a.

T:Nowlefsreadthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenand

check.Readthewordsin2a,payingattentiontothestressandtheunderlinedparts.Thenlistenand

check.

Remark：教师在板书形容词时要注意分类。教会学生分类记忆单词。

Stage4(lOmins)：Practiceandconsolidation

1(Individualwork)Finish2bandchecktheanswers.

T:Ithinkyouhavelearnedtheusagesoftheadjectivesverywell.Pleasefillintheblankswiththecorrect

formsofthegivenwordsin2b.

T:Haveyougottheanswers?

T:Let'scheckyouranswers.Whocanreadtheconversationforus?

Workaloneandfillintheblanksinlb.

Ss:...

Ss:Yes.

Pl:...完成2b习题，巩固以-ing结尾和以-ed结尾的形容词的用法。

1(Individualwork)Read3andpredicttheanswersbeforelistening.

T:WhathappenedtoMichaelaccordingtotheconversationin2b?

T:WillMr.Brownbeexcited?

T:Yes,Iagreewithyou.Next,youwilllistentoapassageabouthoweverythinggoes.Butbeforelistening,

let'sreadthesentencesin3.Pleasepredicttheanswers.Canyouguessthepartofspeechoftheanswers?

T:Youarergtht.Nowguesstheanswers,please.

T:Youaresosmart.Yourguessingarereasonable.Read3andpredicttheanswersbeforelistening.

SI:Hehasgotabadcoldsohismotherwillstayathomewithhimandcan'tgotoseethefilmTheSound

ofMusic.MichaelwillgivethetickettoMr.Brown.

S2:Yes,Ithinkso.ButIthinkhemustbesorryforMichael.

Ss:Theyareadjectives.

S3:Thefirstonemaybehappyorexcited.

S4:Thesecondonemaybebeautiful.

S5:Thethirdonemaybehappyorexcited.

S6:Thefourthonemaybehappyandsorry.

S7:Thefifthonemaybeniceanddelicious.

听力练习之前预测答案。

2(Individualwork)Playthetaperecordingof3.

T:Let'slistentothepassageandcompletethesentences.Andthenyoucancheckyouranswerwithyour

partners.

T:Haveyougottheanswers?Whowouldliketoreadthesesentencesforus?Listento3andcheckthe

answers.

Ss:...

SI:...

Remark：预测听力答案时可提醒学生从文意，词性等方面进行预测。

Stage5(9mins)：Pronunciation

StepTeacheractivityStudentactivityDesigning

puipose

1(Classactivity)Playtherecordingof4a.

T:YourspokenEnglishisalmostgood.Butjustasyouknow,agoodEnglishlearnershouldalwayspay

attentiontohispronunciation.Solet'slearnmoreaboutit.First,listentothetapeandfindhowthe

combinedletters"ed”pronounces.

T:Canyousumupthepronuncingrules?Youcandiscusswithyourpartners.

T:Great!YoudidbetterthanIbelieve.Canyouthinkmorewordslikethis?

T:Goodjob!Nowreadthewordsloudlyafterthetape.Pleasetrytoimitate.Listenandreadthewords

aloud,payingattentiontothesoundsoftheunderlinedletters.Trytofindtherulesandaddmorewords.

Andthenlistenandtrytoimitate.

S1:Thecombinedletters“ecTpronounces/t/,/d/and/id/.

S1:"ed"pronounces/t/afteranunvoicedconsonant.Butitpronounces/d/afteranvoicedconsonant.And

itpronounces/id/after"t"and"d”.

S2:inveted,frighteded,worried,interested,...

认真听录音，大单开口，反复模仿。

2(Classactivity)Theteacherletsthestudentsread

thesentencesintheboxin4b.Ask

themtopayattentiontothestress,

liaisonandintonation.Tellthem

tostressthecontentwordssuchas

nouns,verbs,adjectivesand

interrogativewords.

T:Youknow,thestressandliaisonarealsoimportantinyourpronunciation.Lookatthesentencesinthe

boxin4b.Thesemicolon"'"isthesignofstressand"一'isthesignofliaison.Firstyoucanreadby

yourselvesandpayattentiontothestressandliaisonandintonation.

T:OK,nowlefslistentothetape

andtrytoimitate.Youshould

stressthecontentwordssuchas

nouns,verbs,adjectivesand

interrogativewords.

T:Good!Nowlefschoosethe

correctsentencesintheboxto

completetheconversation.

T:Ithinkyoucanreaditcorrectly

andfluently.Whichpairwouldlike

toreadtheconversationforus?

T:Goodjob!Readthesentencesinthebox

in4b,payingattentiontothe

stress,liaisonand

intonation.

Ss:...

Ss:...

Pl:Letushaveatry...

Remark：

Stage6(3mins)：SummarizingandassigningHMK

StepTeacheractivityStudentactivit