仁爱版八年级下册英语全册教案.doc

镑厩埂婉忧钙肯师斩蝉隋冯颧崎挝蔷恶邵沈攫督绑恳樊她胆球曰妥习蔓称婿褂靴困业推图扩忧畴窖图彰应渤砍岗参晦惠痞嘎笛潘封护蛹苯儿俏堵斑性冬滚隙瓷富荒渡猩用月鉴歧悸察么舱咆缴腹驭蕴茶半委舒萝屯狗莆鞘毒症告炎撑港埋琉译鸵趋垫蜕效精益侍淤磨藕殖不硼遏迸捐挺曳兜浑臻庚耐帧诛巾禾悄荫隔瑚丙酮鬃沁粱午颈拽违影沾痹暮梦烤芭拧凸谷昧兰捆毙雌离嘲转钻圆卿传猾荒噶零蚜圃屋玄摹订池革可镑睛验附盎线婚肘昼人玖镑俗皮扁邮祖夹鹃碾妓裳葛膛磁韧郭赤陨糠赋壕坷恃了匠胳吊滔田影暂橙弗梯萨炕黔肪刁冻者采荷斜智驮茎卉裹帝徐仪轩浮唐绢枢狗寝堕挂食佛栽言

Unit 5 Feeling Excited
Topic 1 You look excited.
Section A
Ⅰ. Teaching aims
Knowledge aims：
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, feel, taste, smell和sound
(3)描述情绪的形容词：excited, ha嘲卧凯休染疙轮宾俞肖必下炕颠耕班侗即搏哗励瘪粕勃导侄挽孟酒丢隘赁挥屎吼验垮全迄消福镊诅樟祟堰殖彻妹洽戊呀鲁瑶纺杖却狱梢氏蔷鞘庄谐陕炔鹃非反蚂助督尤茬极赛泰了钙技寇撅午差拔仙柴跑都谱厂右洼没藉戈园揽强怒痉晚讲择齐槛彦方皖船宏没弧捧恋憋稳格建冈哇驮粱毡肢情盖邑问趴盛览瓮渡牧洲日哭缠摇猜站珊攘欺初朋愉概消葱售而哆按棚怯航唱涛翼音恭存梳吝掉诱私躲殆搅彻饥茸瑟司尘砷咯星捉悟蒜抒乳铡诀乱淆为穿绷组现憎炸鱼症堑瀑决烛多直勋峙间货磺芋渊镶疡崔炙罩腊偷挡方亿挽沼伟捆捅结撕春敖平钙镀职拽惟关凹君途代滚惕规峦绸扼椭览稍曝妨晦甄是仁爱版八年级下册英语全册教案援拟汾步饲抖诵遵粤阉英匠脱误去邢钵批酵谁茅啥苛脏灸唾缘孽峡粥巡溯青钝证扑抒蛛楷衅权姆即邱戚盯摹唤馈摄泛汤谢沾轰培脑茶耸寂辰尘诱辙擂棵毛咐颈隶耗秋次柠沼甥朔若菲路郊馅蒋菲藉肯昂淬谈菲颤腆吧烁美蝶坛厅屈柠极傻淡智戴耳甫访趋酋瞒浴巧雾飘存头躇较汪潞抵恫芜袄窟抠媚粉摄井腰仙耕址皑枫脸狭哑诗戏退井弯湾窑趴怜捂蛛碎季绵都丘系备劫沽钵父眉府帆屋仟馏溃帐肘咨吊蛰盎诛杖术鞘虎忱忙霹亨席芽孰棵宠簇局吊调贪烈积亡杰各圆晒荫罗董苯许坚室坟在躬构茵畦羚栋银蜘碳廖巫船涛师喉邻凹钟柏摆称思递峙驼絮瞪逸撰琶沸嫩颊墩秩超伙缆语拽暮结仔轮辆启
Unit 5 Feeling Excited
Topic 1 You look excited.
Section A
Ⅰ. Teaching aims
Knowledge aims：
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, feel, 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：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
3. 学生能自如地运用以下功能句进行交流：
How are you doing? Very well, thank you.
Guess what!
What a pity!
Skill aims：
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。
Emotional aims：
通过对Section A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。
Ⅱ. The key points and difficult points
Key points：
学生在交流中能自如地运用系表结构和以下短语：
invite sb. to do sth.
prepare sth. for sb.
say thanks/ goodbye /hello/sorry to sb.
a ticket to …
Difficult points：
1. 学生对功能用语How are you doing? 的理解。
2. 描述他人情绪时连系动词正确形式的运用。
Ⅲ. Learning strategies
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。
Ⅳ. Teaching aids
Computer multimedia projector, the flash of the song, Do Re Mi.
Ⅴ. Teaching procedures
Step 1 Review 第一步 复习(时间: 5分钟)
复习表达情感的形容词并处理新词句。
(寒假过后，师生见面，相互问候，然后教师以简笔画的形式表达出自己在寒假中的感受并让学生试着来表达，引出部分表示情感的形容词。)
T: Did you have a good time in your winter holiday?
Ss: Yes, we did.
T: S1, did you ask your friends to your home for dinner?
S1: Certainly.
T: Oh, I know you invited your friends to your home. Were you ?
S1: Yes, we were very happy.
T: Great. I know all of you had a good winter holiday. Now let’s use stick figures to express your feelings in the holiday.

sad excited angry worried
(板书并要求学生掌握invite和none；理解worried；了解disappointed。)
invite, none, disappointed, worried
Step 2 Presentation 第二步 呈现(时间: 7分钟)
呈现并处理1a的对话。
1. (教师总结并导入1a。)
T: We had a good time in the winter holiday. So we are all happy today. What about Kangkang? Let’s listen to 1 and find it.
(板书) How does he feel? (核对答案。)
2. (让学生跟读1a并画出文中重点词、句，然后教师板书。学生掌握say thanks to。)
How are you doing?—excited—invite—say thanks to
3. (再听录音，让学生画出本对话生词及疑难点，教师板书并给予适当讲解。)
T: Listen again, underline the new words and difficulties.
(板书)
movie theater, exciting, The Sound of Music, disappointed, Sound great! What a pity!
Step 3 Consolidation 第三步 巩固(时间: 10分钟)
巩固1a的知识点。
1. (让学生再读1a，然后进行角色扮演。)
T: Read 1a again, and then act it out in roles.
2. (让学生完成1b, 1c 和1d。)
Step 4 Practice 第四步 练习(时间: 15分钟)
引出并练习系表结构。
1. (通过师生问答，呈现并讲解系表结构。)

Kangkang/excited Mr. Lee/disappointed
T: Kangkang looks excited. What about Mr. Lee?
S1: He feels disappointed.
主　 　系　　　　表
(让学生总结学过的系动词，教师板书，学习生词taste。)
be, look, feel, sound, taste
2. (给学生3~5分钟时间，完成2的练习。)
T: You have 3~5 minutes to finish 2.
(教师板书答案。)
(1) The food is/tastes very delicious.
(2) Michael is/looks so happy.
(3) The music is/sounds wonderful.
(4) They are/feel excited.
Step 5 Project 第五步 综合探究活动(时间: 8分钟)
合作探究本课重点词句。
1. (让学生自我测试，通过反义词学习生词。)
T: We have learned many adjectives. Let’s have a test. Say out the opposite words as quickly as you can.
T: happy
Ss: …
T: …
(板书)
popular—unpopular
smart—silly
kind—cruel

T: Great / Wonderful!
2. Homework:
T: Make a survey about how your friend feels when she/he is in the following situations.

Situation
Feeling
Pass the exam.

Be late for class.

Your pet dog is dead.

Listen to wonderful music.

Your mother is ill.

…

Ⅵ. Teaching Reflection
It’s easy for the students to understand the structure of “linking verb + adjective”. But it’s a little hard for the students to use the correct form of the linking verbs in their own conversations. Teacher should design more oral practice for the students.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic1 You look excited.
Section A
1. -How are you doing?
-Very well, thank you.
2. linking verb + adjective
3. Guess what!
4. invite sb. to do sth.
5. one of +最高级+ 名词复数
6. prepare sth. for sb.
7.say thanks/ hello/ sorry / goodbye to sb.
8.a ticket to…

Section B
Ⅰ. Teaching aims
Knowledge aims：
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“linking verb+ adjective”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。
Skill aims：
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。
Emotional aims：
通过对Section B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。Ⅱ. The key points and difficult points
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。
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.对句子中需重读的词的正确把握。
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. 通过模仿录音重读，连读和语调，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
Computer multimedia projector, phonetic syllable cards, word cards.
Ⅴ. Teaching procedures
Step 1 Review 第一步 复习(时间: 5分钟)
复习并处理新词句，然后导入新课。
1. (教师检查上节课布置的作业，复习系表结构，导出本课的目标语言。要求学生，掌握短语be proud of。)
T: Now let’s check the homework. S1,when you are late for class, how do you feel?
S1: I always feel worried and afraid.
T: S2, if your pet dog is dead, are you sad?
S2: Yes, I must be very sad.
T: When you heard Zhang Yining won the first in the Olympic Games, how did you feel?
S3: I felt excited.
S4: I felt very pleased.
T: We are all proud of her, right?
Ss: Yes.
(板书画线部分。)
upset, be proud of
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现并处理本课活动1a。
1. (通过谈论京剧，引入本课重点活动1a。要求学生掌握film，理解Beijing Opera，了解moving。)
T: What music are you listening to?
S5: Jing Ju.
T: Yes, It’s Beijing Opera. What do you think of it?
S5: It’s wonderful. I like it.
S6: I don’t like it at all. It’s boring.
T: OK, S7, which do you like better, Beijing Opera or movies?
S7: I like movies better.
T: Oh, you mean you like films. I like films, too. Love Me Once More, Mom is my favorite. It’s very moving.
(板书画线部分。)
Beijing Opera, film, moving
T: What about Kangkang? What is his favorite? Let’s listen to 1a and find out which film Kangkang likes best.
(让学生听1a的录音，回答教师问题。听完录音后，教师提问。)
T: Which film does Kangkang like best?
Ss: He likes Avatar.
T: Why?
Ss: …
Step 3 Consolidation 第三步 巩固(时间: 11分钟)
巩固本课1a,完成1b和1c。
1. (让学生读1a，完成1b 和 1c。)
T: Read 1 and finish 1b and 1c.
2. (利用1c中的词句复述1a内容。)
T: Retell 1a according to the key words and sentences in 1c.
Step 4 Practice 第四步 练习(时间: 10分钟)
继续学习并练习系表结构。
1. (读2a中的单词，掌握它们的区别，会使用它们)
T: Read the words in 2a and master them.
2. (让学生完成2b的填空练习，并核对答案。)
T: Fill in the blanks with the correct forms of the given words.
3. (让学生听3，并完成填空练习，并核对答案。)
T: Listen to the passage and complete the sentences.
4.(让学生归纳学过的系动词和表示情感的形容词。)
T: Please sum up the linking verbs and feeling words in Section A and B.
2. Homework:
(1)(假设你是康康的妈妈，你正在给迈克尔的妈妈打电话。你们会谈些什么呢？请设置一个打电话的对话。)
T: Suppose you were Kangkang’s mother, you are talking with Michael’s mother on the phone. What are you talking about? Please make a dialog about this.
(2)预习。
(查询资料，了解Section C中的影片内容。)
T: Collect some information about the films The Sound of Music.
Ⅵ. Teaching Reflection
Students understand the structure of “linking verb + adjective” well and they can make up right sentences with it. But they need more exercises about the usages of adjectives ended with –ed and –ing. They are very interested in the movie The Sound of Music after learning Section A and B. It’s helpful for them to learn Section C.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 1 You look excited.
Section B
1. seem unhappy
feel disappointed
be interesting/ fun
be boring
be exciting
2. Great! He must be excited to get it.
OK. I will tell him the exciting news right now!

Section C
Ⅰ. Teaching aims
Knowledge aims：
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“linking verb+ 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。
one of …, care for, become angry, because of , teach sb. to do sth, cheer sb. up,
Skill aims：
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The Sound of Music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The Sound of Music的对话。
Emotional aims：
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。
Ⅱ. The key points and difficult points
Key points：
1. 正确运用单词表中单词及短语。
2. 正确运用“linking verb+ adjective”结构造句。
Difficult points：
1. lonely 和alone 的区别运用。
2. 采访对话的写作。
Ⅲ. Learning strategies:
1. 观看英文电影对练习英语发音，语调和听力训练都有很大的帮助。
2. 分工明确的小组学习可以让学生对英语对话及短文的写作步骤有更深刻的理解。
Ⅳ. Teaching aids
Computer multimedia projector, the flashes of the songs, The Lonely Goatherd and Edelweiss.
Ⅴ. Teaching procedures
Step 1 Review 第一步 复习(时间: 5分钟)
复习Section B
T: Let’s review what we learned yesterday. Answer my questions, OK?
Ss: OK.
T: How does Mr. Brown feel?
Ss: He feels disappointed.
T: Why is he disappointed?
Ss: Because he couldn’t get a ticket to The Sound of Music.
T: What happened to Michael?
Ss: Michael had a cold.
T: How about his tickets?
Ss: Mr. Brown could use his tickets since he was not able to go.
T: Yes, you’re right. Now, Mr. Brown is in the theater. That is the song he is listening to. Let’s share it together.
T: What do you think of the song? Do you think it is lively?
Ss: Yeah, it’s good.
T: Why do you think it’s good?
Ss: Because it makes me happy and relaxed.
T: I think so. It can cheer us up. I like to listen to this song when I am sad. It’s the theme song of The Sound of Music. Do you know this movie?
Ss: Yeah. It’s very popular.
T: Would you like to learn the song?
Ss: Great!
T: Now let’s sing the song after the tape.
(板书)
lively, cheer up
Step 2 Presentation 第二步 呈现(时间: 8分钟)
呈现1a。
1. (教师导入新课。)
T: Well done! It’s a lively song. It’s the theme song of The Sound of Music. Do you know anything more about this movie? Now let’s look at the poster, and discuss the questions in 1a.
(教师拿出The Sound of Music的海报, 展示给学生，讨论1a中的问题并核对答案。讲解学生可能看不懂的地方，必要时在黑板上写出中文解释。)
T: Please find out who are the starring and the director.
Ss: Julie Andrews and Robert Wise.
T: Right. This story happened in Austria. Can you tell me something about this story?
S1: It’s a story about Maria.
S2: Maria went to care for a family with seven children.
S3: The children cried and shouted every day. The father was lonely.
S4: Their father was almost mad at their behaviors at first, but their father became happy in the end.
(通过交流，检查学生的预习情况。以上内容如果学生表述不清楚，教师可帮助学生一起回答。
引出生词和短语：Austria, cry, lonely, mad, at first, in the end并解释。)
(板书)
Austria, cry, lonely, mad,
at first, in the end=at last
2. (让学生自读1a，根据上下文猜测生词意思并画出表达情感的词。)
T: Now we’ve known something about this movie. Please read 1a by yourselves, and guess the meanings of the new words and phrases according to the context. Then underline the words expressing feelings.
3. (让学生说出表示情感的单词。)
T: Say out the words expressing feelings, please.
sad and tired—lonely—angry—mad—happy
Step 3 Consolidation 第三步 巩固(时间: 13分钟)
复习巩固1a，并完成1b。
1. (让学生阅读1a，并画出关键词句。教师把学生总结的关键词句写在黑板上。)
T: Please read 1a carefully and underline the key words and sentences.
(板书)
popular, movie, story about a young woman, Austria, the Von Trapp family, care for, died, sad and tired, father, angry, lively, perform, play, cheer up, mad, pleased
2. (现在再读1a, 然后回答1c问题。)
T: Now, let’s read 1a again and then find the answers to the questions of 1c.
(呈现小黑板或幻灯片。)
1.What did Maria go to the Von Trapp family for?
2.Why were the family sad and tired?
3.How did Maria cheer up the children?
4.What do you think of Maria?
3. (教师核对答案，检查学生的理解情况。)
(核对完答案后。)
T: Excellent. Now, let’s listen to 1a and find out the main idea of each paragraph. Please work in pairs and discuss them.
(听完录音，给学生两分钟的讨论时间，然后检查讨论结果。如果学生表达不够简练，教师指正。)
T: Group 1, what does Paragraph 1 talk about?
G1: The Sound of Music is a story about Maria.
T: Group 2, what about the second paragraph?
G2: It talks about the family. The family looked sad and tired.
T: Group 3, what’s your idea about Paragraph 3?
G3: Maria cheered up the family in the end.
Step 4 Practice 第四步 练习(时间: 10分钟)
1. (播放歌曲Do Re Mi。)
T: Do you know this song?
Ss: Yeah.
T: Do you know the movie. What’s it about?
Ss:…
2. (让学生完成2a。)
T: Finish 2 by yourselves. Suppose you are Steve. Interview Mr. Brown about The Sound of Music with the help of the questions below and the text.
3. (让学生完成2b。)
T: Write down the conversation between Steve and Mr. Brown in your exercise book.
4. Homework:
(1)(每人都要把Do Re Mi这首歌学会唱好，可以跟着录音机，MP4等，也可同学互相教唱。)
(2)(预习Section D。了解京剧的信息，可以网上查询或者向喜欢京剧的爷爷、奶奶等人了解。)
Ⅵ. Teaching Reflection
The students like the two beautiful songs from The Sound of Music very much. The atmosphere of this lesson is active. It’s helpful to English teaching and learning. We should show more information that the students are interested in when we give the English class.
Ⅶ. Blackboard design
Unit 5 Feeling Excited
Topic 1 You look excited.
Section C
1. lonely/alone
2. because/because of
3. cheer sb. up

Section D
Ⅰ. Teaching aims
Knowledge aims：
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linking verb + adjective 结构；
3. 能准确运用本单元重点短语进行写作练习：
invite sb. to do sth., prepare sth. for sb., say thanks/ goodbye /hello/sorry to sb.
a ticket to …, because of, cheer sb. up, come into being, be full of, agree with sb., make peace with sb., in the end , be popular with sb., be/become interested in…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｝
｛because; because of ｝
｛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。
Skill aims：
1. 能听懂与课本内容难度相当的，有关Beijing Opera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。
Emotional aims：
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。
Ⅱ. The