外研版八年级英语下册 Module 1 Unit 2 I feel nervous when I speak Chinese教案
Unit 2 I feel nervous when I speak Chinese主备人：审核人：复备人：____________一、教学内容：Unit 2 I feel nervous when I speak Chinese.二、课型：Reading and writing三、教学目标：2、进一步学习感官动词feel look smell taste的用法，在理解的基础上，学会用它们表达情感3、能读懂对人外貌和性格的简单描述。
4、通过本课的篇章学习，使学生能够正确描写出一个人的外貌﹑性格、爱好等。
四、教学重难点：1、理解感觉和知觉系动词的构成及掌握自我描述的表达方式。
2、能够运用感官动词，正确描写出一个人的外貌﹑性格、爱好等。
五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件。
六、教学过程：教学步骤教师活动学生活动设计意图Step One Warming-up (3’)Warming-upPlay a game.Organize all of them tostand up an d play agame :Simon says Touch yournoseThe whole class play agame .Touch their body part asthe teacher gives orders.通过游戏的方式来调动学生的积极性，培养学生的兴趣，并巩固这些感觉器官的名称，.顺利地导入本课话题。
Step Two Pre- reading (5’)Teach the new words.1 Teach new words aboutappearance with somepictures. ( dark fairglasses….) (Activity 1 )2.Play a guessinggame.(Activity 4)Teacher: I have a littlegood friend, what does helook like? “He is quitetall and strong. He hassmall eyes and short hair.1 Learn new words aboutappearance . ( dark fairglasses….)Students guess and say theanswer. Then it’s their turn todescribe their classmate forthe whole class to guess.通过图片引导学生谈论外貌，学习本课词汇,图片形象直观，容易调动学生积极性，迅速地把注意力转移到课堂之上。
设计这个游戏主要是为了让学生学会如何描述人的外貌，为接下来的文章学习做重He is in Row5 .And he is wearing glasses. Who is he?”Give the key points to describe a person.anize them to read the new words together. 3.Read the new words together.要的铺垫。
学生以齐读的方式纠正自己的读音、强化记忆。
Step Three While- reading (24’)Step Three While- reading (24’)1. ScanningAsk them to scan Sally‘sletter and find out which isher photo. ( Activity 2)2. Skimming.( Activity 3)Ask students to skim theletter and match thequestions with theparagraphs.a) What are your hobbies?b) How do you feel aboutcoming to China?c) What do you look like?3.Careful reading.Paragraph 1 and 2(2)Ask the students to readParagraphs 1 and 2 andfill in the blanks anddescribe Sally.This is Sally. She’s_____ ____ with _____ ___hair, and s he wears_______.She’ll wear _____ and a______ for the journey, butshe’ll also carry her_____ _____.(2)Let the students readParagraph 1 and 2 in groupsof four and find outdifficulties.(3)Ask them to solve thedifficulties in groups.Paragra ph 3(2)Ask the students to readParagraph 3 and choose“T” or “F”.①Sallyspends a lot of timeplaying classical musicwithher friends at school.Scan Sally‘s letter and find outher photo..Students skim the passage andmatch the questions with theparagraphs..(2)Students read Paragraphs 1and 2, then fill in theblanks and describe Sally.(2)Students read Paragraph 1and 2 in groups of six and findou t difficulties.(3)Solve the difficultiestogether.(2)Students read Paragraph 3and choose “T” or “F”.要求学生快速阅读课文，找出与本课描述一致主人翁的照片。
通过快速阅读，学生大致了解了每个段落的主旨内容。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。
学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。
而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。
( ) ②Sally is proud of her sister. ( ) ③ Sally thinks she should work harder. ( ) (2) Ask a student to be “a little teacher ” to check the answers. (3) Let the students read Paragraph 3 in turns and the other students listen carefully to point out important points. (4)Solve the difficulties. Paragraph 4 (Activity 5) (1)Ask the students to read Paragraph 4 carefully and answer the following questions. How does Sally feel when she…? 1)gets bad marks at school? 2)leaves her mum and dad? 3)is with strangers? 4)speaks Chinese? 5)does something wrong? 6)flies? (2) Organize the whole class to read together. And ask some students to come to the blackboard and show out some difficult language points t hat they found in this paragraph. 4 Practise reading. Get the students watch a video and read with it, then let them read loudly in groups. 5.Excercises: (Activity 6) Ask the students to complete the passage with the correct form of the words in the box.(2) A little teacher checks the answers. (3) Students read Paragraph 3 in turns and the other students listen carefully to point out important points. (4) Take notes. (1)Students read Paragraph 4 carefully and answer the following questions. (2)Some students come to the blackboard and show out some difficult language points that they found in this paragraph. Students watch a video and read with it, then read loudly in groups. Complete the passage with the correct form of the words in the box. 读书在英语学习中起着相当重要的作用，熟能生巧，通过跟读来学习正确的语音语调，通过小组朗读来互相学习，培养合作精神。
以Speaking.1 Ask the students to make a survey about their net pals.What does your net pal look.Make a survey in pairs and then give a report.. Possible answer:通过学生感兴趣且比较新颖的话题“介绍你的网友”来设Step Four Post- reading (10’)like? How does he\she …feel whenhe/she ……?And fill inthe form.2.RetellingOrganize the Ss to retellthe passage with theinformation below.My net pal has short black hair.He always wears glasses…. Whenhe talks to girls, he oftenfeels nervous.Try to retell the passage withthe information below.计一个调查任务，让学生进一步巩固本课重点，达到言语输出的目的。
外研版英语八年级下册：Module 1 Unit 2 I feel nervous when i s
Module1 Unit2导学案一、__________________________________________一个15岁的美国男孩结构：数词-名词单数-形容词这是一个形容词，要修饰名词。
如：We’ll have a five-day holiday. 我们将有一个5天的假期。
The girl is fourteen years old.=This is a_________________________二、One of+the +形容词最高级+名词复数最…之一Lu Xun is___________________________________in China.鲁迅是中国最著名的作家之一。
三、have/has been to sw. 去过某地（已经从某地回来）have/has gone to sw. 去了某地（或许在去某地的路上，或许已经到了某地，人还没有回来。
反正人不在说话的地点）如：I have been to Beijing. 我去过北京。
（我已经从北京回来了）She has gone to England. 她去了英国。
（她在去英国的路上或已经到达英国）1、has\have been to sw. 后面可以加次数（如：once,twice,three times）,表示去过某地几次。
（也可以与just（刚刚，刚才），ever(曾经)，never(从不，从没有)等连用）如：I have never been to America.我从没去过美国。
2、How long have the Robinsons been in Egypt?罗宾逊一家在埃及呆了多长时间？have\has been in sw.+一段时间某人在某地呆了、停留了多长时间They__________________________ China for two years. 他们来中国两年了。
四、___________________________与…不同____________与…相同My pian ________________________.我的计划跟你的不同。
外研版八年级下册教案：Module1 Unit2 I feel nervous when I spe
外研版八年级下册教案：Module1 Unit2 I feel nervous when I speak Chinese.（表格式）教学课题Unit 2I feel nervous when I speak Chinese.教学目标知识目标 1.Important words:glasses,jeans,nervous,fair,pretty,proud,hobby,stranger,message,in, mark,love2.Important phrases:be proud of,thanks for sth.,can’t wait to do sth.,be afraid of doing sth.,be excited about sth.3.Important sentences:(1)You sound just like me!(2)I spend a lot of time playing classical music with my friends at school.(3)You look very pretty.(4)How do you feel about coming to China (5)What are your hobbies (6)What do you look like能力目标学会描述一个人的体貌特征、会描述一个人对做事物的各种感受。
情感目标学会发现并学习他人的优点与长处,与人和睦相处。
教学重难点会描述一个人的体貌特征;会描述对不同的人或事物的各种感受。
教学过程◆Step 1Warming-upPlay a anize all of them to stand up and play a game:Simon says Touch your nose.设计意图通过游戏的方式来调动学生的积极性,培养学生的学习兴趣,并巩固这些感觉器官的名称,顺利地导入本课话题。
八年级英语下册Module1FeelingsandimpressionsUnit2IfeelnervouswhenIspeakChinese教案(新版)外研版
Unit2 I feel nervous when I speak Chinese.Teaching Content: Reading and VocabularyTeaching Aims and Demands:1. Language knowledge:1.New words:favourite, nervous, proud, stranger, message, markNew phrases: hear from, each other, get bad/ good marks, feel nervous, be afraid of2. Key structures: sense verbs + adj.3.To understand the passage.4. Attitudes: We should help and care for each other.Teaching key and difficult points:Key points: sense verbs + adj.Difficult points: To understand the passage.Learning strategies: Communicative approach.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Step1: Review1.Help students to revise what was learnt in Unit1 of this module. Show them somepictures about the words that we learned in last lesson.2.Ask the students to list some sentences with sense verbs. Revise the sense verbs+ adj.3.Act out the dialogue in Unit1 and choose the best team.Step2: PreparationTask 1: Learn the new words and phrases: hear from, each other, get bad/ good marks, feel nervous, be afraid ofDirections: Label the pictures with the words.(1) Read through the words on the screen. Have the Ss. Repeat them after you.(2) Read the words separately and have them remember them.(3) Make some sentences with the words.(4) Call back the answers from the whole class.Task 2: Talk about the two photos.Directions:(1) Read through the table on the screen. Have the Ss. talk about how they look withanother pair.(2) Call back some comments from the whole class.Step3: Scanning and SkimmingTask1: 1. Read the passage and find out which is Sally’s photo.2.Find out the sentences about Sally’s appearance.Directions:1.The teacher asks the Ss to read Sally’s letter and find out which is her photo.2. Ss read the passage and find out the answer, giving reasons for the choice given. Task2: Match the questions with the paragraphsDirections:1. Ask the Ss to do activity 3 individually. Then check with a partner.2. Call back the answers from the whole class.Task3: Find out the sentences to describe Sally.Directions:1.Read through the passage and find out the sentences that describe Sally.2.Review the adjectives words to describe people’s appearance, like this:tall, short, medium tall, pretty, young, lovely……Task4: Underline the sentences to describe Sally’s feelings in paragraph3.Eg: She often feels a bit sad at first when she leaves her mum and dad for a few days. Step4: Consolidation1.Finish Activity6 in text book.2.Imitate the passage to write a short passage to describe your familiar person. Reflections:1.重点、难点要把握好；2.重点句子、词组在练习中应反复重现以便学生牢固掌握；3.补上练习；4.突出几个本单元的几个重点词组并运用它们。
【最新】外研版八年级英语下册Module1 Unit2 I fell nervous when I speak Chinese参考教案
Module1 Unit2 I fell nervous when I speak Chinese参考教案ⅠTeaching modelReading and writing.ⅡTeaching methodTop-down approachⅢ Teaching aims1. Listening for specific information; matching sentences with pictures.2. Talking about likes and dislike.3. Reading and understanding behaviour of characters; finding specific information4. Writing a description of a classmate.Ⅳ Teaching ObjectivesKey vocabulary: glasses, jeans, nervous, fair, pretty, proud, be proud of, stranger, message, sb. can’t wait, hobby, at school, in, mark, loveⅤ Teaching aidsRecorder, OHP, videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures to review the text of Unit 1.2. Show some pictures.3. Talk something about the pictures.4. Introduce the ne w words.5. Read the words after the teacher.Step 2 Work in pairs.1. Ask the students to look at the pictures in Activity 1.2. Ask the students to read the words in the box in Activity 1.3. Work in pairs and describe the gi rls.Step 3 Language practice.1. Show some pictures.2. Talk something about the pictures.1) She feels sad when she gets bad marks at school.2) She feels a bit sad at first when she leaves her mum and dad.3) She feels quite shy when she is with strangers.4) She feels nervous when she speaks Chinese.5) She feels sorry when she does not know how to do things in the right way6) She feels afraid when she travels by plane3. Read the sentences after the teacher.Step 4 Reading.1. Play the recording and listen to the tape carefully.2. Ask the students to read through the passage.3. Match the questions with the paragraphs.a) What are your hobbies?b) How do you feel about coming to China?c) What do you look like?4. Check with a partner.5. Call back the answers from the whole class.Keys: a) 3 b) 4 c) 26. Read the text together.Step 5 Read the sentences.1. Ask the students to read the sentences in A ctivity 4.She’s quite tall, with short fair ha ir, and she’s wearing glasses. She’s wearing a T- shirt and carrying a warm coat.2. Now describe th e people. Use the sentences above to help you.1) the girl in picture B in Activities 12) your classmatesStep 6 Answer the questions.1. Ask th e students to read the text again.2. Ask them to read through the questions in Activity 5.How does Sally feel when she …1) gets bad ma rks at school ?2) leaves her mum and dad?3) is with strangers?4) speaks Chinese?5) does not know how to do things in the right way?6) travels by plane?3. Work in pairs and answer the questions.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. She feels sad when she gets bad marks at school.2. She often feels a bit sad at first when she leaves her mum and dad.3. She is quite shy when she is with strangers.4. She feels nervous when she speaks Chinese.5. She feels sorry when she does not know how to do things in the right way.6. She is afraid of flying.Step 7 Complete the passage.1. Ask the students to the words in the box in Activity 6.2. Ask the students to read through the passage in Activity 6.Jenny is my classmate. She is pretty and has ( 1) ___________ hair. She always gets good (2) __________ at school. She has lots of (3) _______________ like playing the piano an d swimming. She is also in the school tennis team. She is good at everything. One day she sent me a (4) _________. She asked me to help her with her English homework because I am good at English. She wanted my help ! I was (5) _______ of myself.3. Complete the passage with the correct form of the words from the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. fair 2. marks 3. hobbies 4. message 5. proud6. Read the passage together.Step 8 Important and difficult points1.My brother is in the school tennis team—I’m very proud of him!我哥哥(或弟弟)是校网球队队员——我为他感到非常骄傲！be proud of表示“以……为骄傲”。
外研版英语八年级下册：Module 1 Unit 2 I feel nervous when i s
New Standard English book 4Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.教材分析：本节课选取的是第一模块第二单元，本模块以“感觉与印象”为话题，谈论对食物等的感觉、评论以及对人物的印象等。
通过Unit 1托尼、贝蒂与大明的对话，及Unit 2外国女孩萨莉的一封信，学生能够准确理解并运用表示感觉和知觉的系动词，学会表达自己的感觉和印象。
通过本模块的学习，学生能够对食物的味道、人的印象等做出自己的评论。
模块中的话题贴近学生实际生活，学生比较感兴趣，可谈论的和交流的内容比较丰富。
语法中涉及了表示感觉和知觉的系动词。
同时这是一节以阅读为主的读写课。
可以对学生阅读能力和写作能力进行指导和提升。
教学目标：语言知识目标1. 了解如何运用系表结构描述人的外表；2. 熟练运用词汇(nervous, be proud of等)、句型(I hope…等)及语法(系表结构)。
3.能够正确理解翻译带有系表结构的句子。
技能目标：1.能读懂介绍或描述人物的文章，能抓住文章的主题和细节信息。
2.能向他人介绍自己的朋友或家人。
情感目标：运用语言来表达自己的感觉和对事物的印象。
教学重点：学生可以用自己的语言去谈论自己的感受。
难点：以写邮件的方式介绍你的朋友。
媒体使用：OHP multi-mediaTeaching steps:教学反思：本节课很好的落实了教学目标及教学重难点，课前用图片调动学生学习的积极性，学生通过活动掌握了不规则动词的过去式。
小组合作学习中完成了布置的任务，并学到了很多语言点。
最后的检测环节能适时的对学生所学进行检测，更好的把握学生的学习状况，做到堂堂清。
不足之处课堂用语可以再简练些，要充分相信学生能听懂指令，不必一句英文一句中文，还有尽量少重复问题，节省的时间还可以交换材料多做两组练习。
外研社版八年级下学期Module 1 Unit 2 I feel nervous when I s
外研社版八年级下学期Module 1 Unit 2 I feel nervous when I speak Chinese.教案Unit 2 I feel nervous when I speak Chinese.教案锦囊提纲挈领教学目标 1. 能识别常用感官动词所表述的内容并与图片匹配 2. 能用感官动词表达自己的感觉和简单描述人的外貌3. 能描述个人爱好和感受重点词汇glasses, nervous, pretty, proud, message, hobby, in, mark, love, jeans, fair, stranger, be proud of, sb. can’t wait, at school, thanks for..., hear from sb．, as well, be good at..., be excited about...重点句型①It was great to hear from you, and I can’t wait to meet you.②I’m quite tall, with short fair hair, and I wear glasses.③I enjoy sports as well, especially tennis.④My brother is in the school tennis team—I’m very proud of him!⑤How do you feel about... ⑥I feel nervous when I speak Chinese.⑦But I can’t tell you how excited I am about going to China!词汇扫描1. hear from sb. 收到某人的来信【点拨】hear from sb.意为“收到某人的来信”，相当于get/receive a letter from sb.。
外研版英语八年级下册：Module 1 Unit 2 I feel nervous when i s
I feel nervous when I speak chinese一、教学目标1. 知识目标：（1）理解会用以下词汇：excited, nervous ,hair ,dark, fair, glasses,recognize, proud angry（2）准确理解短文内容。
2. 能力目标：学会描述人物长相、喜好，能够表达自己的感受。
3. 情感目标：人虽有喜怒哀乐，但要学会微笑着面对生活。
二、教学过程Pre-reading1. Greetings.T: Dear classmates, this is our first time to have an English lesson with so many English teachers. I feel very excited. What’s your feeling to have an English class here?【设计说明】通过问候、交流，自然而然地带出生词excited，并引出这节课所要学习的话题。
2. Do you know these signs of feelings?【设计说明】利用孩子们熟悉的QQ表情，引出部分新词汇：angry，nervous，afraid。
3 . Describe Ms Wei and Sally.【设计说明】接着利用大屏幕上的词汇，让学生试着描述自己熟悉的英语老师，进行一个简单的输出。
趁热打铁，让学生描述Sally，进而引出课文的主角。
While reading1. Read Sally’s letter and match.1) What does she look like? Para. D2) What does she like doing? Para. C3) How does she feel when she...? Para. B【设计说明】T: The girl’s name is Sally. Do you know more about her? Please open your books and turn to Page 58.自然而然进入文本，整体把握文章。
-外研版八年级英语下册Module 1 Unit 2 I feel nervous when i
要牢记哦！ Key points
Practice 学以致用
It took me an hour to finish this work . =I spent an hour _i_n_ f_i_n_is_h_i_n_g_ this work . =I spent an hour _o_n__this work .
proud,stupid,angry,sorry,excited…
篇：运用扫读和跳读阅读技巧 完成对文章的理解。
终极目标 : Writing描述自己。
Introduce yourself. Say:
--What you look like. I have short, dark hair and… --What you like doing. I like playing basketball and…
新标准外研版八下
Module 1 Unit 2
I feel nervous when I speak Chinese.
Studying aims
闯
词：参照Dictation
三 关
句：在I feel …when I do sth.句式中 熟练使用表示情绪的形容词nervous,
proud,stupid,angry,sorry,excited…
--How you feel when… I feel nervous when I speak English…
Read and find out the writer!
Homework
基础：1.Send the self-introduction by email to me xiaoyuerzwt@ 完善作文，邮件送达。 文化：2.Collect the cultural differences when people are communicating with each other between China and western countries. 参照Unit 3Around the world 礼貌表达各不同，大千世界知多少 ~
外研版英语八年级下册：Module 1 Unit 2 I feel nervous when i s
外研社八下Module 1 Unit 2 Reading: I feel nervous when I speak Chinese.教学过程1.巧妙问候，搭建语言支架因为是借班上课，学生和教师彼此陌生，所以通过热情的问候来缩短老师和学生的距离。
同时，巧妙的课堂用语‘When I meet you, I feel excited.”自然地搭建了语言的支架。
T: When I meet you, I feel excited. And today I want to make friends with you.I want to know more about you.2.自然导入，用生动的情境呈现词汇(1)导入话题，激发兴趣询问班上最受欢迎、最外向和最学习刻苦的学生开始。
紧接着追问“班级之最”的学生的外貌和爱好。
学生对描述同班同学特别感兴趣，课堂一下子热闹非凡。
T: Can you tell me who is the most popular/outgoing/hard-working student in our class? What does he/she look like? What are his/her hobbies?S: …is the most popular student in our class. He/She is of medium height…. He/She likes…图1 思维导图[设计意图]：用思维导图的方式让学生尝试用旧知描述一个人appearance和hobbies。
为引出feelings做铺垫。
(2)呈现重点词汇和句式，搭建语言支架和情感支架邀请最受欢迎的学生，询问他的感受，呈现表达的情感的词汇，并创造更多的情境让学生运用I feel…when I …如：T: How do you feel when classmates say you are the most popular student in our class? Do you feel shy, excited, proud or nervous?[设计意图]：在引入feelings这个话题的同时，呈现新的表达人情感的词汇，搭建语言的支架。
外研版英语八年级下册Module 1 Unit 2 I feel nervous when i s
外研社八下Module 1 Unit 2 Reading: I feel nervous when I speak Chinese.教学过程1.巧妙问候，搭建语言支架因为是借班上课，学生和教师彼此陌生，所以通过热情的问候来缩短老师和学生的距离。
同时，巧妙的课堂用语‘When I meet you, I feel excited.”自然地搭建了语言的支架。
T: When I meet you, I feel excited. And today I want to make friends with you.I want to know more about you.2.自然导入，用生动的情境呈现词汇(1)导入话题，激发兴趣询问班上最受欢迎、最外向和最学习刻苦的学生开始。
紧接着追问“班级之最”的学生的外貌和爱好。
学生对描述同班同学特别感兴趣，课堂一下子热闹非凡。
T: Can you tell me who is the most popular/outgoing/hard-working student in our class?What does he/she look like? What are his/her hobbies?S: …is the most popular student in our class. He/She is of medium height…. He/She likes…图1 思维导图[设计意图]：用思维导图的方式让学生尝试用旧知描述一个人appearance和hobbies。
为引出feelings做铺垫。
(2)呈现重点词汇和句式，搭建语言支架和情感支架邀请最受欢迎的学生，询问他的感受，呈现表达的情感的词汇，并创造更多的情境让学生运用I feel…when I …如：T: How do you feel when classmates say you are the most popular student in our class? Do you feel shy, excited, proud or nervous?这个话题的同时，呈现新的表达人情感的词汇，搭建语feelings：在引入]设计意图[言的支架。