外研版英語(yǔ)八年級(jí)下冊(cè)Module 1 Unit 2 教案

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1、Module 1 Feelings and impressions Unit 2 I feel nervous when I speak Chinese. I. Analysis of the Teaching Material Type of lesson: Reading and writing This unit is taken from New Standard English, Student’s Book Four with the topic of describing one ’s appearance,hobbies and feelings. The

2、purpose of this unit is to tell students how to describe themselves and others,especially their feelings. By studying this unit, students will be able to know how to locate and understand specific information about a description of a person and write a brief description about themselves and others b

3、y using feel and the conjunction when . II. Analysis of the students Students are quite familiar with and interested in this topic because it ’s quite close to their daily life. What’s more, students will feel easier to talk and write about themselves and others after the learning of Unit One.

4、III. Teaching aims At the end of this class, students will be able to 1) read, understand and apply the key vocabularies relevant to the description of a person correctly , such as glasses,jeans,nervous,pretty,proud,stranger,feel… 2) understand and apply the functional language of description

5、, such as …with short fair hair…/I feel…when I… 3)locate the key words and sentences about one ’s description by using the reading skill of skimming and scanning. 4) make an oral description of appearance by using with correctly. 5)write a brief description about a person, covering one ’s a

6、ppearance,hobbies and feelings etc by using with,feel,and a compound sentence with when. 6) develop some culture character,like “know it ’s normal to have bad feelings sometimes in our life but never give up and work harder.” 7) take advantage of critical thinking to deal with something they hea

7、r or see. IV. Teaching difficult and important points 1. Important point 1.Students can use the reading skills of skimming and scanning to locate the key words and sentences in a description about a person. 2.Students are able to use functional language of description to describe themselve

8、s and others both in an oral and a written form. 3. Students can know how to face bad feelings and get some ways to deal with them. 2. Difficult points 1. Students can read fast to get the key information about a description correctly. 2. Students are able to write a brief description

9、 about themselves and people around by using feel and the conjunction when correctly. V. Teaching method Communicative approach Task-based approach PWP VI. Teaching aids a blackboard, the multi-media… VII. Teaching procedures Procedures T’s activity Step 1. Free talk and telling g

10、ood news Ask students some questions about themselves.Tell them we are going to visit River  Ss’ activity Answer the questions. Enjoy the good news  Purposes To check if the students are familiar with the topic To arouse students’ interest and lead in the topic I． Pre-rea

11、ding II. While-reading Valley High School in Singapore. Step 2. Self-description Give a self-description. Step 3. Description Show a picture and let students describe it Step4. Prediction Let students guess what the passage is about by the title and the picture. Step 5. Fast

12、 reading Read the passage and match the questions with the paragraphs. Step6. Careful reading  Listen and think Work in pairs and describe it. Share their guesses with their peers. Read and match. Read , discuss with  To create a situation to present and teach new words a

13、nd structures. To practise how to describe one’s appearance. To develop the students’ reading strategy of prediction. To develop students’ fast reading ability To encourage students to Ask students to read their partners and work together to find out paragraph 1&2 carefull

14、y and number the words. number the words in the box as she uses them.  how Sally describes her appearance Ask students to read  Find out Sally’s  To develop the students’ paragraph 3 carefully and fill hobbies and fill in the reading strategy of scanning. in the mind map an

15、d answer a question Ask students to read mind map.Answer the question. Fill in the table and To help form good culture character:It’s normal to feel bad sometimes,but never give up and work harder… To develop students’ reading paragraph  4 carefully and fill answer the questi

16、ons. strategy of scanning. in a table, answer two Work in pairs,ask and To develop students’ critical questions,and do a pair work. answer. thinking. To practise “ I feel…when…” Step 7. Watch , read and think  Watch the video and read after it to pay  To cultivate students’

17、 ability to imitate authentic Ask students to read after the special attention to how English pronunciation and III. Post-reading  video and pay attention to how Sally looks and sounds and what she does while talking. Ask students to answer a question. Step 8. Guessing game Ask stu

18、dents to guess who it is by the other ’s description. Step 9. Group work Divide students into 4 groups.Ask each group to give some advice on how to help the students from Singapore when they feel  Sally looks and sounds and what she does while talking. Answer the question. Wor

19、k in pairs.One describes and the other guesses who it is.Ask for help if necessary. Work in groups and give some advice on how to help the students from Singapore when they  intonation Let students look back the structure of the passage and think about how to describe a per

20、son. To practise how to make an oral description. To build up a real situation for the students to apply the language they’ve just learned To guide students to think about how to deal with bad bad like Sally in China. feel bad like Sally . feelings and help others. Step10. Writin

21、g  write a message to their To develop the students’ Ask students to write a message to their parters in parters in Singapore and describe writing ability in target language by involving all the Singapore and describe themselves.Share works students in this activity.To themselves

22、. Step 11. Assessment and Summary Revise what we have learnt today together with the students by filling in an assessment chart . Step 12. Homework. and do peer evaluating according to the checklist. Finish an assessment chart of what they’ve learned by check(√) provide a platfor

23、m for students to learn from each other and help each other to improve writing. To help the students to evaluate what they can and can’t do at the end of this class. While the lesson is going on,this teaching design may have some changes , which are mainly determined by the students’ reac

24、tion as well as to meet the time limit. Blackboard Design Reflection Self-assessment(自我評(píng)估) How can I do the following ? Check(√) in the chart. assessment  Try Excellent Good hard 1. 2. 3. 4. 5. 6. 7.  I can read ,and know how to use the words ,su

25、ch as glasses,jeans,nervous,pretty,proud,stranger,feel … I can understand and use the sentences, such as …with short fair hair…/I feel…when I… I can read quickly and find the key words and sentences about one’s description. I can describe myself and others with with,feel and when. I can

26、write a description of myself and others with with,feel and when. I can know it’s normal to have bad feelings sometimes in our life but never give up and work harder. I can think critically about something I hear or see. 一、Top 10 qualities of a good English teacher(a study by Denis Girard

27、): 1.He makes his course interesting. 2.He teaches good pronunciation. 3.He explains clearly. 4.He speaks good English. 5.He shows the same inerest in all his students. 6.He makes all the students participate. 7.He shows great patience. 8.He insists on the spoken English. 9.He makes his

28、pupils work. 10.He uses an audio-lingual method. The most popular additional qualities:He shows sympothy for his students./He is fair to all his students./He inspires confidence. 二、金字塔學(xué)習(xí)理論可以在日常教學(xué)中進(jìn)行實(shí)踐。 在塔尖，第一種學(xué)習(xí)方式——“聽(tīng)講”，也就是老師在上面說(shuō)，學(xué)生在下面聽(tīng)，這種我們最熟悉最常用的方 式，學(xué)習(xí)效果卻是最低的，兩周以后學(xué)習(xí)的內(nèi)容只能留下 5%。 第二種，通過(guò)“閱讀

29、”方式學(xué)到的內(nèi)容，可以保留 10%。 第三種，用“聲音、圖片”的方式學(xué)習(xí)，可以達(dá)到 20%。 第四種，是“示范”，采用這種學(xué)習(xí)方式，可以記住 30%。 第五種，“小組討論”，可以記住 50%的內(nèi)容。 第六種，“做中學(xué)”或“實(shí)際演練”，可以達(dá)到 75%。 最后一種在金字塔基座位置的學(xué)習(xí)方式，是“教別人”或者“馬上應(yīng)用”，可以記住 90%的學(xué)習(xí)內(nèi)容。 愛(ài)德加· 戴爾提出，學(xué)習(xí)效果在 30%以下的幾種傳統(tǒng)方式，都是個(gè)人學(xué)習(xí)或被動(dòng)學(xué)習(xí)；而學(xué)習(xí)效果在 50% 以上的，都是團(tuán)隊(duì)學(xué)習(xí)、主動(dòng)學(xué)習(xí)和參與式學(xué)習(xí)。 Many thanks for reading!May you be happy every day!