《2019-2020年八年級英語上冊 Module 7全模塊教案 外研版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年八年級英語上冊 Module 7全模塊教案 外研版.doc（11頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年八年級英語上冊 Module 7全模塊教案 外研版 I. Teaching goals 教學目標 技 能 目 標 聽 Listen to conversations and passages involving the description of someone 說 Talk about likes and dislikes 讀 To read a description of someone 寫 Describe yourself Write a simple description of someone 語 言 目 標 功 能 句 式 Describe feelings and expressions That smells delicious! It tastes too strong. It doesn’t smell fresh. It feels very soft and fortable. She sounds really nice. And she looks very pretty. 詞 匯 1. 重點詞匯 feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare 2. 認讀詞匯 impression, guy, cookie, recognize, quite, excited 3. 短語 a bit 語 法 Learn to use sense verbs: sound, smell, taste, feel, look 重 點 句 子 1 It smells delicious /sour/fresh. 2. It feels soft/fortable. 3. It tastes salty/fresh/sweet. 4. That sounds nice. 5. He /she looks smart/pretty. 6. These shoes feel tight. 7. I feel nervous when I … 8. I feel a bit sad when I … II. Teaching material analyzing 教材分析 本模塊的主題是“Feelings and Impressions”, 教材的設置將功能與結(jié)構(gòu)融于話題與任務中，通過話題的循環(huán)與任務的完成學習感官動詞的用法及系表結(jié)構(gòu)。 Unit 1主要目標是學習感官動詞，通過聽讀呈現(xiàn)了感官動詞的功能，運用說寫任務循環(huán)訓練，強化語言知識?；顒?要求聽句子，給圖片標號，訓練學生捕捉主要信息及所需信息的能力?；顒?要求將所給句子與圖片配對，為學習對話做準備?；顒?聽讀談論“感覺和印象”的對話，培養(yǎng)學生領會主旨大意的聽力技巧，呈現(xiàn)新的語言內(nèi)容?；顒?要求回答問題，進一步熟悉對話內(nèi)容，掌握感官動詞的用法?；顒?要求完成句子，鞏固感官動詞及描述性形容詞的用法?；顒? 的完成可幫助進一步辨認不同感官動詞與相應感覺器官的對應。活動7和8 是對本單元語音語調(diào)規(guī)則的訓練及實踐運用。 Unit 2 主要目標是學習運用系表結(jié)構(gòu)描述人的外表，初步認識并使用when 引導的時間狀語從句?；顒?是熱身活動，為閱讀部分做了句式結(jié)構(gòu)及詞匯上的準備。要求學生運用所給詞匯談論圖片中人物形象?；顒? 是Sally寫給其筆友Lingling的一封信，要求學生讀后根據(jù)信中描述找出正確的圖片?；顒?要求將所給問句與相應段落配對，考查學生把握段落大意的能力。活動4要求學生仿照信件中Sally對自己外表的描述，描述照片中人物的形象?；顒?和6 要求以回答問題和兩人對話的形式，運用when 引導的時間狀語從句談論別人及自己的感受?；顒?要求按照提示給Sally寫一封回信介紹自己的情況：外貌、喜好等。 Unit 3 主要是語言應用?；顒? 要求小組活動說出自己的好惡及理由，鞏固感官動詞的用法?；顒?和3 要求用感官動詞填空，完成句子?；顒?—6側(cè)重筆頭落實。這三個活動用來鞏固本模塊學過的描述性的詞匯，強化學生對這些詞匯的理解、記憶?；顒?、8分別通過根據(jù)描述猜測物品和聽力訓練的形式進一步鞏固目標語言?；顒?要求選擇適當?shù)脑~匯完成語篇?；顒?0要求運用所給詞匯描述對物品的感受。Around the world 介紹了英國人見面時打招呼的方式?；顒?1要求運用所供材料描述自己認識的人的外貌特征?；顒?2要求進一步介紹自己認識的人的喜好。 III. Class types and periods 課型設計與課時分配 Period 1 Listening and reading (Unit 1) Period 2 Reading and writing (Unit 2: 1-4 and 7) Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6) Period 4 Integrating skill (Unit 3: 1-3；7-12) Ⅳ. Teaching plans for each period分課時教案 Period 1 Listening and reading Language goals語言目標 1. Key vocabulary重點詞匯 feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce 2. Key structures重點句式 Sense verb+ adj Ability goals能力目標 Enable students to use sense verbs. Teaching methods教學方法 municative approach. Teaching aids教具準備 A tape recorder, some pictures and some objects. Teaching procedures and ways教學過程與方式 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 pictures, let them check with a partner, and then call back the answers from the whole class. T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess. S: She must smell something terrible. T: What is the man? S: A cook. T: Yes. What is he doing? S: He is tasting something. Write “taste” on the board. Then go on with the other pictures. Show the following. feel, look, sound, smell, taste T: 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 to 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: Subject + 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 prehension. a. What is Betty doing? b. What is Lingling doing? c. How does the onion taste? d. How does the pizza taste? e. Who is going to the airport? And why? Then ask students to answer the questions in 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. Sample conversation: A: What smells delicious? B: Pizza smells delicious. A: What doesn’t smell fresh? B: Cheese doesn’t smell fresh. T: You did a very great job. Next please plete the sentences on page 57, 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 sense 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 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Sample dialogue: - Do you like Beijing roast duck? -Yes, I do. It tastes delicious. Do you like flowers? -Yes, it smells sweet and looks beautiful. Step IV Homework Ask students to 1. read the conversation repeatedly. 2. learn Everyday English on page 57 by heart. 3. finish activities 1, 2 and 6 in the workbook. Period 2 Reading and writing Language goals語言目標 1. Key vocabulary重點詞匯 nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structures重點句式 She’s tall with short hair. She’s wearing … She’s carrying … Ability goals能力目標 Enable students to learn to write about a person. Teaching methods 教學方法 Bottom-up approach. Teaching aids教具準備 A puter and a projector. Teaching procedures and ways 教學過程與方式 Step I Revision Talk about feelings and impressions with students. Ask students who wear jeans e to the front of the class. T: Now, everyone, 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 e to the front the following questions. T: Do you like swimming in the sea? Why or why not? S: Yes. 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 board. 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 photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: She’s tall, beautiful and lovely. T: What about her hair? S: It’s long and black. T: She’s tall with long black hair. (Write on the board) Is she young? S: Yes. T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl. S: She’s tall with short hair. S: She’s young. S: She’s smiling. She’s pretty. T: Great. How about her clothes? S: She wears jeans and T-shirt. T: Good. Let’s e to next step. Show the following. Ask students to read and makes 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 didn’t meet before and they didn’t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally’s looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: I’m quite tall, with short fair hair, and I wear glasses. I’ll wear jeans and a T-shirt for the journey, but I’ll 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 likes 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. I’m very proud of him! I feel stupid when I get bad marks and I get angry with myself --- I should work harder. … and I’m quite shy when I’, with strangers. I feel nervous when I speak Chinese, but I’ll be fine after a few days. I’m always sorry when I do something wrong … But I’m very excited about ing 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. 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 Speaking Ask students to do activity 4. Samples description: The girl in the right photo She is tall with short hair, and she is wearing glasses. She’s 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. She’s cheerful. She’s tall and slim with long, fair hair. Guess 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 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 sentences: 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 I’m quite shy when I’m with strange4rs. I feel nervous when I speak Chinese, but I’ll be fine after a few days. I’m always sorry when I do something wrong, so please help me do the right things when I’m 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 and 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 Writing Ask students to write a reply to Lingling and describe themselves in the letter. Sample version: Dear Lingling, Thank you for your message. I’m very glad to hear from you. You said you’ll e to our country next month. It’s great! I’ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I’m about 1.60m tall and a little thin. I’ll wear a sweater and blue trousers for the journey. I’ve got your photo --- you look so tall and strong. So I’m sure we’ll 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 children’s songs every evening. I’m looking forward to meeting you. See you next month! Love Jane Step V Homework Ask 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語言目標 1. Key vocabulary重點詞匯 afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重點句式 I feel … when I … Ability goals能力目標 Enable students to use “when” structure and describe others. Teaching methods教學方法 municative approach. Teaching aids教具準備 A projector and a puter. Teaching procedures and ways教學過程與方式 Step I Revision Ask some students to show their work. Sample version: Ihaveagoodfriend.HernameisYuanMeng.Shehaslonghairandtwobigeyes.Sheis very lovely,niceandfriendly.SheisgoodatdrawingandIadmireherverymuch.Sheoften showsmeherpictures. She often wears a blue T-shirt and white trousers. She likes white 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 music. 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. 那個聞起來真香！ 2. 它嘗起來味道挺濃烈的。 3. 它嘗起來不新鮮。 4. 它讓人感覺軟綿綿的，很舒服。 5. 她的聲音好聽。人也長得漂亮。 Step II Speaking and listening Likes, dislikes 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 don’t add “s” after sense verbs. Describing others Ask students to do activities 4—6 on page 60. 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 can’t see “friendly” or “nice,” but we can judge from someone’s behavior. Then ask them 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: She’s tall and slim. A: What’s your mum like? B: She is nice. … Step III Homework Ask students to do activities 3, 4 and 7 on pages 136 to 137. Period 4 Integrating skills Language goals語言目標 1. Key vocabulary重點詞匯 afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重點句式 I feel … when I … Ability goals能力目標 Enable students to write a description of someone. Teaching methods教學方法 Task-based activities. Teaching aids教具準備 A projector and a puter. Teaching procedures and ways教學過程與方式 Step I Revision Do activity 7 on page 62. T: Look at the words in the box on top of the page 62. 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 guess what it is. Read the examples with some students and then ask them to work in pairs and do the game. Step II Listening T: Next we will listen to a speaker’s plaining about something. Pay attention to the word “plain”, when you are not satisfied with something you will plain for it. Look 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 plete the table in activity 8. Play the tape 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?”, “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 usually bow. What do English people say or do when they meet? Now let’s 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 friends kiss, but men don’t 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 plete the passage in activity 9. Check the answers by asking students to read the passage aloud. T: Well, from the two passages, we know that people in the two countries behave quite different from each other. It’s 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 students 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 friendly. 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 resources 教學資源庫 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 distinctions 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 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 is 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 this.) MEXICO One kiss on the cheek. (Kiss in the air to the left or right) U.S. Businessmen (women) usually shake hands when meeting each other. (do a hand shake with your right hand to find your partner.) ITALY In Italy, friends greet eac