2023八年级英语下册 Module 1 Feelings and impressions Unit 3 Language in use第五课时说课稿 （新版）外研版

2023八年级英语下册Module1FeelingsandimpressionsUnit3Languageinuse第五课时说课稿（新版）外研版科目授课时间节次--年—月—日（星期——）第—节指导教师授课班级、授课课时授课题目（包括教材及章节名称）2023八年级英语下册Module1FeelingsandimpressionsUnit3Languageinuse第五课时说课稿（新版）外研版教材分析“2023八年级英语下册Module1FeelingsandimpressionsUnit3Languageinuse第五课时说课稿（新版）外研版”本节课选自外研版八年级英语下册Module1FeelingsandimpressionsUnit3。本模块主题为情感与印象，本单元主要学习描述个人情感及对事物的印象。本课时Languageinuse主要围绕情态动词can和could的使用，以及如何描述过去发生的事情，旨在帮助学生运用所学语言知识描述自己的感受和经历，提高学生的语言运用能力。核心素养目标分析本节课的核心素养目标主要包括语言能力、文化意识和思维品质三个方面。在语言能力方面，学生将能够正确使用情态动词can和could描述能力，以及运用过去时态描述过去的事件，增强语言表达的准确性和流畅性。在文化意识方面，学生将了解不同文化背景下人们对于情感和印象的表达方式，提升跨文化交际意识。在思维品质方面，学生将通过分析、比较和归纳，发展逻辑思维和批判性思维，提高解决问题的能力。重点难点及解决办法本节课的重点是掌握情态动词can和could的正确用法，以及过去时态的构成和应用。难点在于学生在实际语言运用中准确区分can和could的用法，以及在描述过去事件时正确使用过去时态。

解决办法和突破策略如下：

1.通过情景创设，让学生在具体的语境中练习使用can和could，如询问对方的能力或请求帮助，以此来巩固情态动词的用法。

2.设计一些时间线索清晰的练习题，帮助学生理解和运用过去时态，如编写小故事或日记，描述过去发生的事件。

3.引导学生通过小组讨论和角色扮演，将所学知识融入实际交流中，增强语言实践能力。

4.对学习有困难的学生，提供额外的个性化辅导，帮助他们理解和掌握重点难点。

5.定期进行小测验，及时反馈学生的掌握情况，针对性地调整教学方法和策略。教学资源准备1.教材：确保每位学生配备外研版八年级英语下册教材。

2.辅助材料：准备与情感和印象相关的图片、音频材料和视频剪辑，以及情态动词can和could的使用示例。

3.教学工具：准备好投影仪、电脑和音响设备，以便展示多媒体资源。

4.教室布置：将教室划分为小组讨论区域，以便学生进行互动交流和实践练习。教学过程1.导入新课

Goodmorning,everyone.TodaywearegoingtocontinuewithModule1Feelingsandimpressions.Cananyonetellmewhatwehavelearnedinthismodulesofar?Yes,we'vetalkedaboutdifferentfeelingsandimpressions.Verygood.Today,inUnit3,wewillfocuson"Languageinuse".Let'sbeginwithawarm-upactivity.

(教师通过提问方式引导学生回顾已学内容，为新课学习做好铺垫。)

2.展示目标

Beforewestart,letmetellyouwhatwearegoingtolearntoday.Bytheendofthislesson,youwillbeableto:

-Use"can"and"could"todescribeabilitiesandpossibilities.

-Usethepasttensetodescribepastevents.

-Expressyourfeelingsandimpressionsaboutdifferentsituations.

(教师明确本节课的学习目标，让学生有针对性地学习。)

3.课文主旨内容探究

Now,let'smoveontothemaincontentofourlesson.Lookatthepicturesontheboard.Canyouguesswhatthepeopleinthepicturesarefeeling?Yes,theylookhappy,sad,excited,andsoon.Now,let'sreadthedialoguesinthebook.Asyouread,payattentiontohowthecharactersexpresstheirfeelingsandimpressions.

(1)学生自主阅读对话，注意观察人物表情和情感表达。

(2)教师提问，引导学生分享观察到的情感和印象。

(3)学生分组讨论，模拟对话中的情景，练习使用目标语言。

4.侧重点讲解与练习

Now,let'sfocusonthekeypointsofthislesson.

A.使用情态动词can和could

-引导学生观察例句，分析can和could的用法。

-教师提供一些情境，让学生用can和could描述能力或可能性。

-学生进行小组练习，互相提问并回答。

B.使用过去时态描述过去事件

-引导学生观察过去时态的构成，如eat→ate,go→went等。

-教师提供一些过去事件的情境，让学生用过去时态描述。

-学生进行小组练习，互相讲述过去的故事。

5.实际应用

Now,let'sputwhatwe'velearnedintopractice.

A.角色扮演

-将学生分成小组，每组选择一个过去发生的事件，如生日派对、旅游经历等。

-学生用过去时态和情态动词can/could编写对话。

-每组进行角色扮演，其他学生观看并给出反馈。

B.小组讨论

-教师提出一些问题，如：“Whatdidyoudolastweekend?”，“Canyoudosomemagictricks?”等。

-学生在小组内讨论，用所学语言知识回答问题。

6.总结与反馈

Alright,let'ssummarizewhatwe'velearnedtoday.We'velearnedhowtouse"can"and"could"todescribeabilitiesandpossibilities,andwe'vepracticedusingthepasttensetodescribepastevents.

Now,Iwouldliketohearyourfeedback.Whatdidyoufinddifficultorchallenginginthislesson?Andhowdidyouovercomeit?

(教师鼓励学生分享学习心得，同时给予积极的反馈和鼓励。)

7.作业布置

Forhomework,Iwantyoutowriteashortparagraphaboutapasteventinyourlife.Usethepasttenseandtrytouse"can"and"could"inyourwriting.Remembertobringyourhomeworknextclass.

(教师布置作业，巩固所学内容。)

8.结束语

That'sallfortoday'slesson.Thankyouforyourhardwork.I'mproudofhowwellyoudid.Remembertoreviewwhatwe'velearnedandI'llseeyounextclass.

(教师鼓励学生，结束本节课的教学。)

(整个教学过程注重师生互动，以学生为中心，引导学生自主探究和实践，旨在提高学生的语言运用能力和核心素养。)拓展与延伸1.提供与本节课内容相关的拓展阅读材料

Afterlearningaboutfeelingsandimpressionsinthislesson,Iwouldliketoprovideyouwithsomeadditionalreadingmaterialsthatarerelatedtoourtopic.ThesematerialswillhelpyouexpandyourknowledgeandunderstandingofdifferentemotionsandhowtoexpresstheminEnglish.

a."TheEmotionThesaurus:AWriter'sGuidetoCharacterExpression"byAngelaAckermanandBeccaPuglisi-Thisbookisagreatresourceforunderstandingawiderangeofemotionsandhowtheycanbeexpressedthroughbodylanguage,thoughts,anddialogue.

b."FeelingsandEmotions:AResourceBookforStudents"byAdrianUnderhill-Thisbookoffersacomprehensiveapproachtolearningaboutemotions,withactivitiesandexercisestopracticeexpressingandunderstandingdifferentfeelings.

c."ShortStoriesaboutFeelings"-AcollectionofshortstorieswrittenforEnglishlearnersthatexplorevariousemotionsandsituations.ThesestoriescanbefoundinEnglishlearningbooksoronlineresources.

2.鼓励学生进行课后自主学习和探究

Tofurtherenhanceyourlearningexperience,Iencourageyoutoengageinautonomouslearningandexplorationoutsideoftheclassroom.Herearesomeactivitiesandsuggestionsforyoutoconsider:

a.Onlineresources:Searchforvideos,podcasts,andarticlesrelatedtofeelingsandimpressions.Manyeducationalplatformsofferinteractiveactivitiesandquizzestopracticevocabularyandgrammarrelatedtoemotions.

b.Journaling:Keepajournalwhereyoucanwriteaboutyourdailyexperiences,feelings,andimpressions.Thiswillhelpyoupracticeexpressingyouremotionsinwrittenformanddevelopyourlanguageskills.

c.Literature:Readbooks,poems,orplaysthatexplorethethemeofemotions.Payattentiontohowauthorsdescribefeelingsanduselanguagetoconveyemotions.Thiswillhelpyouunderstandtheculturalaspectsofexpressingemotionsindifferentcontexts.

d.Culturalexploration:Learnabouthowdifferentculturesexpressemotions.Explorethetraditions,customs,andgesturesrelatedtoexpressingfeelingsinvariouscultures.Thiswillbroadenyourculturalawarenessandenhanceyourcommunicationskills.

e.Languageexchange:FindalanguageexchangepartnerwhoisanativeEnglishspeaker.Engageinconversationsaboutfeelingsandimpressions,andaskforfeedbackonyourlanguageuse.

f.Creativewriting:Trywritingshortstoriesorpoemsthatdescribefeelingsandimpressions.Usethevocabularyandgrammarstructuresyouhavelearnedinclasstocreateengagingandemotionalnarratives.

Byactivelyengagingintheseactivities,youwillnotonlyreinforceyourlearningbutalsodevelopadeeperunderstandingofemotionsandhowtoexpressthemeffectivelyinEnglish.Remembertotakeadvantageoftheresourcesavailabletoyouandpracticeregularlytoimproveyourlanguageskillsandculturalawareness.教学反思与总结TeachingReflection:

AsIreflectonthelessonwe'vejustcompleted,Iseeseveralaspectsthatwentwellandothersthatcoulduseimprovement.Istartedthelessonwithawarm-upactivitythatengagedthestudentsandhelpedthemrecallpreviousknowledge.Thiswaseffectiveinsettingthestageforthenewcontent.Ialsomadesuretoprovideclearlearningobjectivesatthebeginning,whichhelpedthestudentsunderstandwhatwasexpectedofthem.

Onestrategythatworkedwellwasusingvisualaids,suchaspicturesandvideos,tohelpstudentsbetterunderstandandconnectwiththelesson'scontent.Therole-playingactivitywasparticularlysuccessful,asitallowedstudentstopracticespeakinginafunandinteractiveway.Theyseemedtoenjoythisandweremorewillingtoparticipateandusethetargetlanguage.

However,Inoticedthatsomestudentswerestillhesitanttospeakinfrontoftheclass.Thismaybeduetoalackofconfidenceorthefearofmakingmistakes.Inthefuture,Iplantocreateamoresupportiveenvironmentbyincorporatingmoregroupworkandpeerfeedback.Thisshouldhelpreducetheiranxietyandencouragethemtospeakup.

Anotherareaforimprovementisthepacingofthelesson.IfeelthatImayhaverushedthroughsomeparts,notallowingenoughtimeforstudentstofullygrasptheconcepts.Toaddressthis,Iwillaimtoallocatemoretimeforpracticeandrepetitioninfuturelessons,ensuringthatallstudentshavetheopportunitytoconsolidatetheirlearning.

TeachingSummary:

Overall,Ibelievethelessonwassuccessfulintermsofstudentengagementandlearningoutcomes.Thestudentshaveshownprogressinusing"can"and"could"todescribeabilitiesandpossibilities,aswellasinusingthepasttensetodescribepastevents.Theyarebeginningtoexpresstheirfeelingsandimpressionsmoreconfidently,whichisapositivestepforward.

Intermsofknowledgeacquisition,thestudentshavedemonstratedanunderstandingofthetargetgrammarstructures.Theirskillshaveimprovedthroughthevariousactivities,particularlytherole-playingexercises,whichprovidedpracticalspeakingpractice.Thestudents'attitudestowardslearningEnglishhavealsobeenpositive,withmanyshowingenthusiasmforthelesson'sactivities.

Despitethesesuccesses,thereareareasthatneedimprovement.Somestudentsarestillnotparticipatingfully,possiblyduetothechallengesmentionedearlier.Toaddressthis,Iwillimplementmorestrategiestobuildconfidenceandcreateamoreinclusivelearningenvironment.

ImprovementMeasuresandSuggestions:

1.Providemoreopportunitiesforstudentstopracticespeakinginasupportiveenvironment,suchasthroughpairedorgroupactivities.

2.Slowdownthepacingofthelessonandensure