仁爱初中英语八下精品教案设计U5T1-3

教学内容分析及课时分配建议：

本单元以Feeling Excited 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根本用法，如：You look excited.和How does the music sound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。 第一课时：Section A-1a, 1b, 1c, 1d, 2 第二课时：Section A-4,3 Section B-1a,1b,1c 第三课时：Section B-2a,2b,3,4a,4b 第四课时：Section C-1a,1b,1c,2a,2b,3

第五课时：Section D-Grammar and Functions, 1, 2a, 2b, Project

第三课时〔Section B-2a,2b,3,4a,4b〕

教学设计思路：

本节课主要活动为Section B-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根本用法为主，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Section B-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。在稳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. Teaching aims

1. Knowledge aims：

正确运用以-ed结尾的形容词和以-ing结尾的形容词。

2. Skill aims:

〔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. Emotional aims: 4. Culture awareness

Ⅱ. The key points and difficult points 1. Key points:

〔1〕 linking verb+ adjective

〔2〕正确运用以-ed结尾的形容词和以-ing结尾的形容词。 2. Difficult points：

〔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. Learning strategies

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. Teaching aids 多媒体课件/图片 V Teaching procedures

Stage 1(5mins)：Getting students ready for learning Designing Step Teacher activity Student activity purpose Greet as usual and then show Greet as usual and then read 以学习谚语导入some proverbs. 1(Class activity) T:Good morning, boys and girls. T: How are you doing and learn some proverbs. Ss: Good morning, Miss… 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 Ss:Very well, thank you. And 生观察这几个谚you 语，总结他们的共同点——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。 T: I’m fine, thank you. I’ll show some proverbs to you. And I hope you can learn them by your heart.Let’s read them first. 1.To make your dream come true, you have to stay awake. 2.Appearances are deceitful.(以貌取人常有错。) 3.Extremes are dangerous. 〔凡事走向极端总是危险的。〕 4.Imagination is more important than knowledge. 5.The truth is always green. Ss:… T: Can you understand these proverbs Try to guess their meaning, please. S1: Yes. The first one means要使梦想成为现实，你就得醒着。 S2:… T: You got the right meanings. You know, proverbs are the daughters of daily experience and wisdom of people. I hope you can collect more proverbs, remember them and try to use them in our daily life and in your compositions. Now watch the proverbs carefully. You may find all these proverbs have a useful structure. What is it T: Yes, you got it. Remark：这一环节的目的是要创造学习英语的气氛并使学生静下心来，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。 Stage 2〔3mins)： Revision Step Teacher activity Student activity Designing purpose Show some situations. Make sentences according to 引导学生用描述the situations. 情感的词汇答复，复习感官动词的根本用法。 S3: It is “linking verb + adjective〞. T:Let’s review the structure “linking verb + adjective〞.How do you feel when your pet dies 1(Class activity) a temperature T: How will she look when a girl is listening to wonderful music S2: I feel terrible. S3: She looks happy. S1:I feel sad. T: How do you feel when you have T: How does he seem when a man lost his phone. S4: He seems very worried. T: How does the food smell when it goes bad T:… S5: It smells terrible. Ss:… 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。 Stage 3〔15mins)： Presentation Designing Step Teacher activity Encourage summarize the the students Student activity purpose to summarize the emotional 学生总结学过的表达情绪的形容词， 为下一个任务做准备。 emotional adjectives. adjectives and write them on the Bb. T:You did quite well. Now let’s work in groups and have a contest. Write down the emotional adjectives as many as possible. The group which writes the most 1(Group work) will be the winner. Let’s begin! Ss:...

T: How many words have you written down You can read them and I’ll write them on the Bb. T: Well, It seems that Group 1 got the most adjectives. S1: happy, excited, sad... Congratulations! 2(Individual work) Encourage the students to observe Students observe the words 总结以-ing结尾和the words and sum up their and sum up their different 以-ed结尾的形容different forms and usages. forms and usages. 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。 T: Maybe you have found that I had sorted the adjectives in groups on the Bb. Now let’s add more adjectives. Please read the words in 2a and pay attention to the underlined parts. Can you sum up their different forms and usages S1: The first word in each group is verb. And the others are adjectives. The second word in each group ends with -ing. And the last one ends with -ed. T: Good. You observed very carefully. But what’s the difference in usages between them S2:Maybe the adjectives ends with -ing is used to describe a thing. But the adjectives ends with -ed is used to describe people’s feelings. I cannot explain it exactly. T: You did a good job. You have almost got it. I’ll explain it in Chinese. Please take a note.以 “-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“-ing〞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:Can you think of more S3：surprise surprising surprised S4: tire tiring tired S5: move moving moved S6: frighten frighteding frightened S7:... adjectives like this T: I’ll give you more verbs. Can you say out the corresponding adjectives T：satisfy〔使……满意〕 S8: satisfying〔令人满意的〕 satisfied〔感到满意的〕 T: amaze〔使……惊讶〕 T: puzzle 〔迷惑〕 T: Good! Can you make sentences with these adjectives on the Bb T: Good sentences! 3(Class activity) Play the tape recording of 2a. T: Now let’s read the words in 2a, paying attention to the stress and the underlined parts. Then listen and check. 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〕 S11:I’m tired because this work is tiring. S12: This story is moving. I’m moved. S13:... Read the words in 2a, paying attention to the stress and the underlined parts. Then listen and 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。 Stage42021mins)： Practice and consolidation Designing Step 1(Individual work) Teacher activity Finish 2b and check the answers. Student activity purpose: Work alone and fill in the 完成2b习题，稳固以-ing结尾和以T: I think you have learned the blanks in 1b. usages of the adjectives very well. Please fill in the blanks with the correct forms of the given words in 2b. T: Have you got the answers Ss:... Ss: Yes. -ed结尾的形容词的用法。 T: Let’s check your answers. Who can read the conversation for us P1:... Read 3 and predict the answers Read 3 and predict the 听力练习之前预before listening. answers before listening. 测答案。 T: What happened to Michael according to the conversation in 2b T: Will Mr. Brown be excited S1: He has got a bad cold so his mother will stay at home with him and can’t go to see the film The Sound of Music. Michael will give the ticket to Mr. Brown. S2: Yes, I think so. But I think he must be sorry for Michael. 1(Individual work) T: Yes, I agree with you. Next, you will listen to a passage about how everything goes. But before listening, let’s read the sentences in 3. Please predict the answers. Can you guess the part of speech of the answers Ss: They are adjectives. T: You are rgtht. Now guess the answers,please. T: You are so smart. Your guessing are reasonable. Listen to 3 and check the answers. T: Let’s listen to the passage and complete the sentences. And then you can check your answer with your partners. Ss:... T: Have you got the answers Who would like to read these sentences for us S1:... Play the tape recording of 3. S3: The first one may be happy or excited. S4: The second one may be beautiful. S5: The third one may be happy or excited. S6: The fourth one maybe happy and sorry. S7: The fifth one may be nice and delicious. 2(Individual work) 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。 Stage 5〔9mins)： Pronunciation Designing Step Teacher activity Student activity purpose Play the recording of 4a. T: Your spoken English is almost good. But just as you know, a good English learner should always pay attention to his pronunciation. So let’s learn more about it. First, listen to the tape and find how the combined letters “ed〞pronounces. 1(Class activity ) pronuncing rules You can discuss with your partners. T: Great! You did better than I believe. Can you think more words like this S1: “ed〞 pronounces /t/ after an unvoiced consonant. But it pronounces /d/ after an voiced consonant. And it pronounces /ɪd/ after “t〞 and “d〞. S2: inveted, frighteded, worried, interested,… Listen and read the words aloud, paying attention to the sounds of the 认真听录音，大单开口，反复模仿。

underlined letters. Try to find the rules and add more words. And then listen and try to imitate. S1: The combined letters “ed〞pronounces /t/, /d/ and /ɪd/. T: Can you sum up the T: Good job! Now read the words loudly after the tape. Please try to imitate. The teacher lets the students read the sentences in the box in 4b. Ask them to pay attention to the stress, liaison and intonation. Tell them Read the sentences in the box in 4b, paying attention to the stress, liaison and intonation. to stress the content words such as nouns, verbs, adjectives and interrogative words. T:You know, the stress and liaison are also important in your pronunciation. Look at the sentences in the box in 4b. The semicolon “’〞is the sign of stress and“﹀〞is the sign of liaison. 2(Class activity) First you can read by yourselves and pay attention to the stress and liaison and intonation. T: OK, now let’s listen to the tape and try to imitate. You should stress the content words such as nouns, verbs, adjectives and interrogative words. T: Good! Now let’s choose the correct sentences in the box to complete the conversation. Ss:… T:I think you can read it correctly and fluently. Which pair would like to read the conversation for us T: Good job! Remark： Ss:… P1: Let us have a try… Stage 6〔3mins)： Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose Encourage the Ss to summarize the Summarize the key points. key points 归纳总结本课 知识点。 The usages of 适当的家庭作业有助于稳固课堂所学的知识。 T: Class will be over soon. We should summarize the key points now. Let’s begin! 1〔Class activity) adjectives ending with –ing and -ed. S2:We learned how “ed〞 pronounces. S1: T: Sounds great! I hope you will remember them. Assign the HMK. T: For today’s HMK, I’d like you to 2 (Class activity) remember the adjectives and the usages of them. Please preview Section C-1a,1b,1c,2a,2b,3. Remark： Finish the Hmk after class. VI . Blackboard design

第三课时 (Section B-2a,2b,3,4a,4b) interest disappoint worry bore excite puzzle interesting disappointing worrying boring exciting puzzling interested disappointed worried bored excited puzzled surprise tire move frighten satisfy amaze surprising tiring moving frightening satisfying amazing surprised tired moved frightened satisfied amazed Unit 2 Looking Different Topic 3 Whose jacket is this？Section

A

The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Teaching aims and demands 教学目标

1. (1)Learn some possessive pronouns:

mine, whose, hers, our, ours, their, theirs, yours (2)Learn other new words:

then, bike, cat, banana, baby, bag, shirt 2. Talk about possessions: (1)—Is this your cap —No, it’s not mine. —Whose cap is it, then —It’s Sally’s.

(2)—Whose shoes are those

—They’re our shoes. They’re ours.

Ⅱ. Teaching aids 教具

班上学生的衣服和文具等/录音机/图片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

通过复习形容词性物主代词，导入名词性物主代词及其他生词和句型，易于学生理解，激发学生的学习兴趣。 1. (1) (利用学生的衣服、文具及外貌来进行互动问答，对形容词性物主代词进行全面复习。) T: Hello, S1. What color is your hair S1: Hello, Mr. Chen. My hair is black. (选择两位学生的同一颜色的笔进行问答。) T: What color are their pens Ss: They’re red. (指着一男生上衣提问)

T: What color is his coat Ss: It’s blue. (指着一女生头发提问) T: Is her hair long Ss: Yes, it is.

(对穿着同一颜色鞋的两个学生提问。)

T: S2&S3. Come here, please. What color are your shoes S2&S3: Er ...

T: Our shoes are black. (帮助学生答复。让学生猜our词义并讲解。) (板书形容词性物主代词。) your, my, their, his, her, our (2) (看黑板朗读这些词后，让学生间互相问答，进行连锁操练，注意手势的使用。) T: Ask and answer according to the words on the blackboard. S4: What color is your pen S5: It’s white. What color is his hair

S6: It’s black. What color are her shoes S7: They’re green. What color are their books S8: They’re red. ... S9: Is our school big

S10:Yes, it is./No, it’s small. …

2. (教师可以借用学生的书包、上衣、铅笔等，利用这些物品进行问答，导出新句型和新单词。)

(举起书包，提问) T: What’s this Ss: It’s a bag. (帮助学生答复。) (板书并要求学生掌握。)

bag T: What color is it, then (板书并要求学生掌握。) then Ss: It’s yellow.

(请一位学生答复。)

T: S11, please. Is this your bag S11:No, it isn’t.

(再请书包的主人来答复。)

T: S12, please. Is this your bag S12:Yes, it is.

T: This bag is yours. Here you are. (运用肢体语言。) S12:Thank you.

(拿出一支学生的钢笔，提问钢笔的主人，由此导入新的单词和句型。) T: S13. Look, what’s this S13: It’s a pen.

T: Whose pen is this

S13: It’s my pen. (帮助答复It’s mine.)

T: Oh, the pen is yours. (强调) Here you are. (板书并要求学生掌握。) yours whose mine (重复问答)

T: Whose pen is this

S13: It’s my pen. It’s mine. T: Here you are. S13: Thank you.

(另外用一把女生的尺子进行问答，引出hers。) T: Whose ruler is this S14: It’s my ruler. It’s mine.

T: OK. Sit down, please. S15, whose ruler is this S15: It’s not my ruler. It’s her ruler. (帮助答复) T: Yes, it’s her ruler. It’s hers. (强调) …

(利用学生的文具等实物演示对话，引出其他的物主代词，并明确它们的意义。板书相对应的单词。)

hers, theirs, his, ours Step 2 Presentation 第二步 呈现(时间:6分钟)

让学生听读1a对话，并操练和模仿，强化目标语言，帮助学生形成正确的语音语调。 1. (出示1a图片，让学生听录音，答复以下问题，导入1a。)

T: Look at the picture. Is the cap Jane’s Please listen to 1a, then answer the question.

(板书并讲解。) Is the cap Jane’s 2. (听1a录音，学生跟读。注意语音语调，并答复以下问题。)

Whose cap is this T: Listen to 1a and repeat. Pay more attention to your pronunciation and

intonation. And find out the answer to this question.(核对答案。) 3. (把全班学生分成两组，互换角色操练对话。)

Step 3 Consolidation 第三步 稳固(时间:8分钟)

运用目标语言，创设情境。操练和表演对话，进一步稳固目标语言。 1. (学生根据1a表演对话。)

T: I’ll ask some pairs to act it out. S1: Is this cap yours, S2 S2: No, it’s not mine. S1: Whose cap is it

S2: I think it’s S3’s. …

2. (利用学生的衣服或文具等进行模仿对话，稳固新内容并完成1b。)

T: Practice the conversation with your clothes or school things. S3: Is this pencil yours, S4 S4: No, it’s not mine. S3: Whose pencil is it S4: I think it’s S5’s. …

3. (用方框里的单词填空，核对答案后操练，完成3。)

T: OK, let’s look at the picture. Fill in the blanks with the words in the box.

Then practice with your partner. (核对答案。)

T: Nice work. Boys and girls, look at this one. What’s this(教师指着图片中的衬衫问。)

Ss: It’s a shirt.(教师帮助学生答复。) (板书并要求学生掌握。)

shirt (让学生两人一组进行对话练习，然后找两三组同学表演3对话。) …

Step 4 Practice 第四步 练习(时间:13分钟)

通过对2a的练习，师生总结本课所学目标语言，并运用目标语言进行造句，让学生熟练掌握所学知识的同时，培养学生的归纳能力。

1. (利用自行车和猫的图片来呈现新单词，然后把图片递给学生，进行师生互动问答。) (教师出示自行车的图片，指着自行车问。) T: Look at the picture. What’s this Ss: 自行车。

T: Right. It’s a bike. OK. S1, here you are. Now it’s yours. (用同样方法教学cat, banana。) (板书并要求学生掌握。)

bike, cat, banana (利用图片进行师生问答。) T: S1, whose bike is this

S1: It’s mine.

T: Whose bike is that Ss: It’s hers.

T: Oh. It’s her bike. (板书并讲解。) It’s her bike. It’s hers. …

2. (放2a录音，学生跟读并注意语音语调。教师引导学生总结形容词性物主代词和名词性物主代词的用法。)

T: Listen to 2a and repeat. Pay attention to the pronunciation and intonation. 3. (让学生利用实物模仿2a进行对话。) S2: Whose pen is this S3: It’s my pen. It’s mine.

4. (在小黑板上出示事先准备好的练习题，完成后核对答案。)

(1)This is (我的) pen. That is (你的). (2)Whose bag is this It’s (他的). (3)This isn’t (我的) book. (我的) is red. I think it is (她的). (4)This is (我们的) teacher. That is (他们的). (5) (你们的) bags are white. (我们的) are green. 5. (教师利用图片讲解2b中出现的生词baby及其复数形式babies，让学生模仿例句造句，完成2b，核对答案。)

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过小组活动，激发学生学习兴趣，培养学生综合运用语言的能力和合作精神。 1. (设计小组活动，谈论自己的文具。)

(1)教师把学生分成六个小组，把每组同学的文具放在一起。 (2)让学生谈论自己拿到的文具。

(3)尽可能地使用所学过的主要句式。如： ①This is my/his/your pen/ruler/book … ②The pen/ruler/book … is mine/his/yours. ③Mine is big/blue/long … S1: Is this your ruler, S2 S2: No, it’s not mine. Mine is long. S1: Whose ruler is this S2: It is her ruler. It is hers. …

2. Homework:

(1)让学生模仿1a编对话写在作业本上。 (2)复习物主代词。

(3)预习下一课Section B的内容。 板书设计：

Whose jacket is this Section A 1. Possessive pronouns: 3.—Whose bananas are these your, my, their, his, her, our —They’re their bananas. yours, mine, theirs, his, hers, ours —They’re theirs. 2.—Whose bike is this —It’s his bike. —It’s his.