Module 1 Feelings and impressions >Unit 2 I feel nervous when I speak Chinese .>教案

中学英语当堂达标教学课时教案
学校 学校 年级 八年级 学科 英语
授课人 班级 备课时间 年 月 日
课题 Module One Unit Two 授课时间 年 月 日
教学(学习)目标 Language goals1. Key vocabulary nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structuresShe’s tall with short hair. She’s wearing … She’s carrying …Ability goals Enable students to learn to write about a person.
教学 重难点 1. Key vocabulary 2. Key structures3Enable students to learn to write about a person.
方法与手段 Teaching methods Bottom-up approach. Teaching aids A computer and a projector.
板书设计 Module One Unit Two1. Key vocabulary nervous, hair, mark, fair, glasses, dance, proud, stranger, hobby jeans pretty message mark in love 2. Key structures hear form arrive in as well in the right way She’s tall with short hair. She’s wearing … She’s carrying …
达标检测 英汉互译1为某人感到自豪 ____________________ 2有点儿伤心 ____________________ 3．我迫不及待地想见你。________________4那闻起来很香！———————— 5下周见！—————— 6 到达机场—————— 7 Mr.Lin feels happy. 8. It became darker and darker 9 He looks sad. 10 Tom is short with black hair.
教学过程
教师活动 学生活动 我的个性化修改
Step I RevisionTalk about feelings and impressions with students. Ask students who wear jeans come to the front of the Ask one of the students who come to the front the following questions. 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 Introduce some new words and talk about the pictures to prepare for the reading.Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading Ask them to read the letter individually and find out the right photo. After a while, ask students to read out loud the sentences, and then find out the right photo. 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. Talk about feelings and impressionsTalk about the pictures to prepare for the reading.Read the letter individually and find out the right photo.
教学过程
教师活动 学生活动 我的个性化修改
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 SpeakingAsk students to do activity 4Then 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.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 … 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. 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. Step IV WritingAsk students to write a reply to Lingling and describe themselves in the letter. Step V HomeworkAsk students to 1. read the letter repeatedly.2. write a description of a friend or a family member. Read the above sentences repeatedly.Read the letter again and then match the questionsWork in groups of five or sixRead the letter and underline the sentences with “when”.work in pairs
教学反思