外研英语八年级上教案Module7全模块

外研英语八年级上Module 7 Feelings and impressions

全模块教案

II. Teaching material analyzing 教材分析

本模块的主题是“Feelings and Impressions”, 教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。

Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动 6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对

应。活动7和8 是对本单元语音语调规则的训练及实践运用。

Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的时间状语从句。活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。要求学生运用所给词汇谈论图片中人物形象。活动2 是Sally写给其笔友Lingling的一封信，要求学生读后根据信中描述找出正确的图片。活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。活动4要求学生仿照信件中Sally对自己外表的描述，描述照片中人物的形象。活动5和6 要求以回答问题和两人对话的形式，运用when 引导的时间状语从句谈论别人及自己的感受。活动7要求按照提示给Sally写一封回信介绍自己的情况：外貌、喜好等。

Unit 3 主要是语言应用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动4—6侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。

III. Class types and periods 课型设计与课时分配

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分课时教案

Period 1 Listening and reading

Language goals语言目标

1. Key vocabulary重点词汇

feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce

2. Key structures重点句式

Sense verb+ adj

Ability goals能力目标

Enable students to use sense verbs.

Teaching methods教学方法

Communicative approach.

Teaching aids教具准备

A tape recorder, some pictures and some objects.

Teaching procedures and ways教学过程与方式

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 comprehension.

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 complete 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.