外研社八年级英语Module 7 Feelings and impressions Unit 1(ppt)
music Sally sweater pizza cookie name sound look feel taste smell
Things
Bingying
nice pretty soft
good delicious
Report :
Bingying is my good friend. She thinks the music sounds nice. Sally looks pretty . Lingling’s sweater feels soft. The pizza tastes good. The cookies smell delicious. Now they are having a good time. That’s all ! Thank you .
delicious, fresh, strong, sweet ,sour, salty
Ear Mouth
taste
feeling/`f i: lıŋ / n. 情绪;感觉 impression/ım`preʃn/ n. 印象 smell /smel/v. 闻;嗅;闻起来 (smell-smelt/smelled-smelt/smelled) feel /f i: l/ v. (feel-felt-felt) 摸起来;感觉 quiet/`kwaıӘt/ adj. 安静的;轻声的 salty/`sƆ:ltı/ adj. 咸的 sour/`saƱӘ/ adj. 酸的 tight /taıt/ adj.（衣物）过紧的 shoe /ʃU:/ n. a pair of shoes 鞋 soup /sU:p/ n. 汤
Listen and repeat. Practise the dialogue then act in groups.
已经接Sally回来了。 我们全班人都参加 了这个晚会.现在你 们做一个调查:问一 下你的好朋友对晚 会的一些东西的感 觉怎样． What do you think of…?
Survey
单词拼写 ( 3 points)
smells 闻起来) very nice. 1.It _______( is (是) happy now . 2.He _____ sounds(听起来)beautiful. 3.The song ______
Complete the sentences (2 points) 1.这杯咖啡尝起来味道太浓。 The cup of coffee____________________. tastes too strong
C
b d a e
6 Complete the table with the words in the boxes in Activities 2 and 4. Eye Nose Hand look smart, … pretty, strong smell delicious, fresh, sour feel sound comfortable, soft, nice, quiet
Module 7
Feelings and impressions Unit 1 That smells delicious!
lemon
sour /`saƱӘ/
酸的
The lemon is sour.
The lemon smells sour.
/`lemӘn/
/smel/
pizza
The pizza is delicious.
dear/dıӘ/ int.
哎呀
guy/gaı/ n.人，家伙；伙伴 matter /`mæ tӘ/ n. 问题;事件 cheese /tʃ i: z/ n. 奶酪 fresh /freʃ/ adj. 新鲜的 cookie /`kUkı/ n. try /traı/ n.
尝试 可爱的 小甜饼,曲奇
The pizza tastes delicious.
salt /sƆ:lt/ 盐
salty /`sƆ:ltı/ 咸的 The salt is salty.
The salt tastes salty.
shoe
鞋
/ʃU:/
shoes
/ʃቤተ መጻሕፍቲ ባይዱ:z/
a pair of shoes two pairs of shoes
lovely /`lΛlı/ adj.
sweater/`swetӘ/ n. 厚运动衫;毛绒衣 both /`bӘƱθ/ pron. 两个;两个都
smart /sma: t/ adj. 漂亮的,时髦的 pretty /`prıtı / adj. must /mΛst/ v. aux. 漂亮的 必须
introduce /,intrӘ`djU:s/ v. 介绍
Listen and choose the best answer:
1. Does Daming like the cheese ?
A. Yes ,he does. B. No, he doesn’t. C. Yes , he doesn’t .
√
2. What feels very soft and comfortable?
√ 3. Who are they going to meet at the
airport ?
A. Tony B. Lucy
A. Lingling’s cookies B. Lingling’s sweater C. Betty’s pizza
√
C. Sally
4.Answer the questions about the words in the box. comfortable delicious fresh nice pretty start soft sweet
lovely /`lΛlı/ adj.
sweater/`swetӘ/ n. 厚运动衫;毛绒衣 both /`bӘƱθ/ pron. 两个;两个都
smart /sma: t/ adj. 漂亮的,时髦的 pretty /`prıtı / adj. must /mΛst/ v. aux. 漂亮的 必须
introduce /,intrӘ`djU:s/ v. 介绍
( 1 point)
B nice. 1.—Coffee is ready. It ___
Would you like some?
—Yes, please. A.feels B.smells C.sounds
Complete the sentences (2 points) •
让我看看你的照片。 have a look at Let me ____________your photos.
later /`leıtӘ/ adv. 后来；以后 soft /sɒft/ adj. 柔软的
1. Listen and number the pictures
4
3
5
1
2
2.Match the sentences with the pictures. 1.These shoes feel tight. 2.Is it fish soup? It tastes salty. 3.He looks strong. 4.Oh dear! This milk smells sour. 5.Have the children gone home? It sounds quiet.
/taıt/ 过紧的
The shoes are tight for me.
The shoes feel tight.
/f i: l/ 感觉
cheese
/tʃ i: z/
奶酪
cookie /`kUkı/
小甜饼,曲奇
cookies
They taste very sweet.
柔软的
/sɒft/ The sweater feels soft and comfortable.
摸起来
/`swetӘ/ 厚运动衫
毛线衣
sweater
The silk shirt feels very soft ,too.
The milk smells fresh.
新鲜的
/freʃ/
What do you think of her ?
She looks very pretty and smart. /`prıtı /
1 2 4 3
3 4
2
4
1 3 5
3
2
2
1
2
(1 point) 1.—Do you like this music?
C —Yes, it ___really beautiful.
A.looks B.hears C.sounds
Choose the best answer.(2points)
1.He ___because his mother was ill. A.looked sad B. looked sadly C.was looked sad 2.—What do you think of her voice(嗓音)? —I should say it ___very sweet. A. listens B.sings C.sounds
/sma:t/ 时髦的
漂亮的
They both look very smart.
/bӘƱθ/
feeling/`f i: lıŋ / n. 情绪;感觉 impression/ım`preʃn/ n. 印象 smell /smel/v. 闻;嗅;闻起来 (smell-smelt/smelled-smelt/smelled) feel /f i: l/ v. (feel-felt-felt) 摸起来;感觉 quiet/`kwaıӘt/ adj. 安静的;轻声的 salty/`sƆ:ltı/ adj. 咸的 sour/`saƱӘ/ adj. 酸的 tight /taıt/ adj.（衣物）过紧的 shoe /ʃU:/ n. a pair of shoes 鞋 soup /sU:p/ n. 汤
八年级英语上册Module7Feelingsandimpressions复习资料外研版
Modue7 Unit1复习资料deiciou闻起来美味的 me ad2 fee tight摸起来紧的 fee ad3 oo trong看起来强壮的 oo ad4 me our闻起来酸的 me ad5 tate at尝起来咸的 tate ad6 ound quiet听起来安静的 ound ad7 mae a fortabe软和舒服的18 ou both你们俩,both放于行为动词前,be动词后19 much 不可数名词; man可数名词复数20 have a e bac回来26 omething to eat/drin一些吃/ 喝的东西27 introduce b to b 把……介绍给……ou ater一会儿见Modue7 Unit2复习资料than for th ; than for doing th谢谢……at meage上一封信hear from收到……的来信=get a etter fromcan't wait to meet ou迫不及待地想见到你-- can't wait to do thI hoe认出我arrive at the air ure我肯定15 each other对方,互相18 e with choo orchetra很多时间都在学校交响乐队训练uic舞曲20 ove dancing爱跳舞 ove th / ove doing th21 eno ar取得不好的成绩29 get angr with mef生自己的气get angr with b=be mad at b 生某人的气31 at firt首先 =firt of a32 fee a bit ad感到有点儿悲伤 a bit 形容词33 a few da几天34 quite h十分,相当腼腆,害羞的quite形容词36 fee nervou感到紧张37 ething wrong做错事39 hee do the right thing帮助我不做错事he b ie。
module7《feelingsandimpressions》教案2(外研版初二上)
module7《feelingsandimpressions》教案2（外研版初二上）TEACHING PLANContent：Module 7 Feelings and impressions [Junior 2, New Standard English]一、题材内容本模块以感受与印象为话题, 内容要紧是谈论对食物等的感受、评论以及对人的印象等。
了解表感受和知觉的系动词的用法；了解英国女孩Sally的情感态度和喜好，专门符合学生的爱好，语言实践活动比较好开展。
学生能够围绕这一话题进行大量的听、讲、读、写方面的语言实践活动。
阅读的重点在于明白得，在此基础上学会一些描述人长相和性格的表达方式，包括句式和一些形容词。
通过本模块的学习，学生能够学会表达自己的感受和印象。
让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。
语法难点是表感受和知觉的系动词和系表结构。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容。
充分调动学生的积极性。
教学目标4)文化意识：通过阅读他人的自我描述，培养学生关爱他人的情感素养。
参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够用阅读和对话中学过的语言描述一个人。
教学重点和难点重点：1．通过谈论感受与印象训练学生的听、讲、读、写能力，把握使用表感受和知觉的系动词和系表结构。
难点：把握使用表感受和知觉的系动词和系表结构,养成正确表达感受与印象的能力。
教学方法基于课程改革的理念及〝第二语言习得论〞,培养实现人的可连续进展和人的主体精神的自我完善和进展所必需的能力和素养，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调爱好第一的原那么,初步设计〝P—T—P〞自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理核心任务：能够运用所学句型结构谈论期望工程。
三个环节如下：pre-task：学生联系生活实际，激活背景知识，。
八年级英语上册 Module 7 Feelings and impressions全模块教案 外研版
外研版八年英语MODULE 7 Feelings and impressionsTEACHING PLANContent：Module 7 Feelings and impressions [Junior 2, New Standard English] 一、题材内容本模块以感觉与印象为话题, 内容主要是谈论对食物等的感觉、评论以及对人的印象等。
了解表感觉和知觉的系动词的用法；了解英国女孩 Sally的情感态度和喜好，很符合学生的兴趣，语言实践活动比较好开展。
学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动。
阅读的重点在于理解，在此基础上学会一些描述人长相和性格的表达方式，包括句式和一些形容词。
通过本模块的学习，学生可以学会表达自己的感觉和印象。
让学生在使用语言的过程中学习语言,促使学生更有意识地自觉学习英语。
语法难点是表感觉和知觉的系动词和系表结构。
教学中教师应随时随地灵活利用各种素材组织教学过程和内容。
充分调动学生的积极性。
教学目标1）语言知识：5)情感态度:通过阅读他人的自我描述，培养学生关爱他人的情感素质。
参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观。
6)任务:能够用阅读和对话中学过的语言描述一个人。
教学重点和难点重点：1．通过谈论感觉与印象训练学生的听、说、读、写能力，掌握使用表感觉和知觉的系动词和系表结构。
难点：掌握使用表感觉和知觉的系动词和系表结构,养成正确表达感觉与印象的能力。
教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理核心任务：能够运用所学句型结构谈论希望工程。
外研社第八册(上)Module 7 Feelings and impressions(Unit 3)ppt课件
Homework
Revise the language points in this module.
二.按要求完成句子 1.She has short hair and small mouth.(否定 句) has ___short not She___ hair and small mouth. 2.My father is tall and handsome.(对划线部 分提问) What ______ does your father ______ _____ look _____? like 3.The dish tastes delicious.( 改为一般疑问句) _____the dish _______ ________? Does taste delicious
Free Talk: I love…. Because it….
Part 2 Fill in the form:
1.The milk smells fresh.
2.My sweater feels comfortable. 3.The room sounds quiet. 4.These lanterns looks beautiful. 5.You look angry. 6.She seems nice. 7.You looks happy.
Exercise:
happy 1.You look ______(happy/ haபைடு நூலகம்pily).
2.The girl is lovely _____(love/lovely).
3.The song sounds ______(sound/sounds)sad. 4.She is friendly ________(friend/friendly)to us. nice 5.The flower looks _____(nice/nicely).
module7《feelingsandimpressions》教案1(外研版初二上)
module7《feelingsandimpressions》教案1（外研版初二上）Period 1 Listening and readingLanguage 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, introduce2. Key structures重点句式Sense verb+ adjAbility goals能力目标Enable students to use sense verbs.Teaching methods教学方法Communicative approach.Teaching aids教具预备A tape recorder, some pictures and some objects.Teaching procedures and ways教学过程与方式Step I Lead-inRead 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.Write 〝taste〞on the board.Then go on with the other pictures.Ask students to read the words and sentences in activity 2 repeatedly.Step II Listening and readingListeningIn 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 + adjReadingAsk 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.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.Step III Pronunciation and speakingDo the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually.Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Step IV HomeworkAsk students to1.read the conversation repeatedly.2.learn Everyday English on page 57 by heart.3.finish activities 1, 2 and 6 in the workbook.Period 2 Reading and writingLanguage goals语言目标1. Key vocabulary重点词汇nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle2.Key structures重点句式She’s tall with short hair. She’s wearing … She’s carrying …Ability goals能力目标Enable students to learn to write about a person.Teaching methods 教学方法Bottom-up approach.Teaching aids教具预备A computer and a projector.Teaching procedures and ways 教学过程与方式Step I RevisionTalk about feelings and impressions with students.Ask students who wear jeans come to the front of the class.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 VocabularyIntroduce 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, youngStep II ReadingAsk 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 askstudents to read again and find the sentences showing her likes and dislikes and those describe her feelings.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 4.Then 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 spen d a lot of time with … I love … I enjoy … As wellPairworkAsk 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 to1. read the letter repeatedly.2. write a description of a friend or a family member.Period 3 Speaking and listeningLanguage goals语言目标1. Key vocabulary重点词汇afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly2. Key structures重点句式: I feel … when I …Ability goals能力目标Enable students to use 〝when〞structure and describe others.Teaching methods教学方法Communicative approach.Teaching aids教具预备A projector and a computer.Teaching procedures and ways教学过程与方式Step I RevisionAsk some students to show their work.Likes, dislikes and feelingsAsk students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences.For activity 3, point out in sentences 1, 2, 3, 6, 8, we add 〝s〞after sense verbs, but in sentences 4, 5, 7, we don’t add 〝s〞after sense verbs.Describing othersAsk students to do activities 4—6 on page 60.For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is 〝tall〞or 〝short〞. We can’t see 〝friendly〞or 〝nice,〞but we can judge from someone’s behavior. Then ask them to match the words with the questions and put them in the box.Check their answer with the whole class. Then ask them to do activity 6. PairworkGo on with activity 5.Step III HomeworkAsk students to do activities 3, 4 and 7 on pages 136 to 137.Period 4 Integrating skillsLanguage goals语言目标1. Key vocabulary重点词汇afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly2. Key structures重点句式I feel … when I …Ability goals能力目标Enable students to write a description of someone.Teaching methods教学方法Task-based activities.Teaching aids教具预备A projector and a computer.Teaching procedures and ways教学过程与方式Step I RevisionDo activity 7 on page 62.Read the examples with some students and then ask them to work in pairs and do the game.Step II ListeningEncourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened?Then ask them to listen to the recording carefully and complete the table in activity 8.Play the tape again. Call back the answers from the whole class.Ask students to read the passage in Around the world.Then ask students to do activity 9.After this, ask students to do activities 10.Check the answers with the class.Step IV Module taskAsk students to write a description of someone.Step V HomeworkAsk students to1.summarize what they have learned in the module.2.finish the rest activities in the workbook as a self-assessment.。
(外研版)八年级上Module7Feelingsandimpressions--Unit1教学课件
Language points(课文一点通)
what’s the matter?怎么啦？
用于向对方询问情况，通常是一些不太好的情况． 结构是what’s the matter with sb./sth?表示“某人 或某物怎么了”?其同义句是：What's wrong with you? What’s the matter with Lucy? 露西怎么啦? What’s the matter with your pen? 你的钢笔怎么了?
butterfly beautiful
The butterfly looks beautiful.
Look and describe
the music nice,exciting, noisy.
The music sounds exciting.
Look and describe:
oranges sour
The oranges taste sour.
Look and answer:
fish soup delicious,salty
The fish soup tastes salty.
Look and answer:
chocolate cookies
sweet
The chocolate cookies taste sweet.
4 5
3
1
2
1. These shoes feel tight. c
2. Is it fish soup? It tastes salty. b 3. He looks strong. d 4. Oh dear! This milk smells sour. a
5. Have the children gone home? It sounds quiet. e
外研版英语八上《Module 7 Feelings and impressions》word教案
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。
module-7《feelings-and-impressions》unit-1-教案(初二上)
I
II
Organization.
Greeting
Have a free talk about feelings and impressions.
Feelings: happy, nervous, sad, cold…
Expressions: friendly, nice/kind, shy, strict…
Focus
The use of sense verbs.
Difficulty
Sense verbs + adj.
Key
Practice.
Reference for teaching
TB. SB. Tape recorder. Pictures.
Teaching steps
Teaching process and contents
Look strong
Sound quiet
Taste salty
Smell sour
Feel tight
Homework
Exercise Book. EXX.1.2
Afterword
Listening and Speaking
Teaching aims and demands
To listen and understand sentences with sense verbsrsation.
To learn to use sense verbs.
module 7《feelings and impressions》unit 1教案（外研版初二上）
A teaching plan forUnit 1 Module 7
普兰店市第三十五中学孙美芹
八年级英语上册 Module 7《Feelings and impressions》教学设计 外研版
Module 7 Feelings and impressionsUnit 1 That smells delicious!Teaching objectives:1. To learn words and phrases about this unit.2. To learn the grammar of linking words.3. To ask the students what they like or don’t like.Teaching points:1. Main points(1) Key wordsfeeling, impressions, smell, feel, quiet, salty, sour, tight…(2) Key structures① These shoes feel tight.② It tastes too strong.③ She looks very pretty.2. Difficult pointsfeel, look, sound, taste, smellTeaching style:1. Situational teaching method.2. Direct teaching method.3. Functional teaching method.Teaching aids:some flashcards, tape recorder, videoTeaching procedures:Step anization of the classClass, today I have an apple. It tastes sweet. And what do you have for breakfast? What do you feel?Let the students discuss and say their answers.Step 2. Free talk1. What’s your father like?2. Do your shoes feel tight?3. Who is pretty in your class?Step 3. Look at the videoMatch the sentences with the pictures.1. Let the students look at the video.2. Give them a few minutes to match the sentences with the pictures.(1) These shoes feel tight.(2) Is it fish soup? It tastes salty.(3) He looks strong.(4) Oh, this milk smells sour.(5) Have the children gone home? It sounds quiet.Keys: (1) c (2) b (3) d (4) a (5)eStep 4. Learn the passage1. Listen to the tape for the two times.2. Let the students finish the question.(1) What smells delicious?(2) What doesn’t smell fresh?(3) What tastes sweet?(4) Who looks pretty?(5) Who sounds nice?(6) What feels soft and comfortable?(7) Who looks smart?Keys: (1) Pizza. (2) Cheese. (3) Chocolate cookies. (4) Sally.(5) Sally. (6) Ling ling’s sweater. (7) Betty and Ling ling. Step 5. Listen again. Answer the questions1. Listen to the tape carefully.2. Read the dialogue by themselves.3. Complete the sentences.(1) Daming tastes the pizza but .(2) Daming likes sweet things so .(3) Tony thinks the girls look smart because .(4) They are getting the food ready before they .(5) When they come back from the airport, they’re .Keys: (1) it tastes too strong (2) he has some chocolate cookies(3) they are wearing lovely clothes (4) come back from the airport(5) having a partyStep 6. Listen and repeat1. Play and listen to the video again. Let the students repeat the sentences.2. Ask the students to read the dialogue in pairs.Step 7. Complete the table1. Let the students look at the table.2. Let the students complete the table.Step 8. Make a dialogueSay what you like or don’t like. (P57, Part 8)Step 9. Do exercises1. Fill in the blanks.(1) My friend (look) very thin.(2) She (not like) fish soup.(3) We are going to (have) a party.(4) She must (go) to school by bike.(5) This shirt (feel) tight.Keys: (1) looks (2) doesn’t like (3) have (4) go (5) feels2. Change the sentences.(1) He has invited me to his home. (否定句)(2) Has Sally visited China? (否定回答)(3) She sounds very nice. (否定句)(4) I have ever entered a competition. (变疑问句，作肯定回答)Keys: (1) He hasn’t invited me to his home.(2) No, she hasn’t.(3) She doesn’t sound very nice.(4) Have you entered a competition?Yes, I have.Homework:1. Write six sentences.2. Say what you like and what you don’t like.Unit 2 I feel nervous when I speak Chinese.Teaching objectives:1. To learn words and phrases.2. To understand the text concerning introduction of the letter.3. To learn how to describe a people.Teaching points:1. Main points(1) Key words and expressionsintroduce, later, soft, nervous, hair, dark, fair, glasses, recognize, quite, dance, specially, proud(2) Key structures① She is tall with long hair.② Thanks for telling me about what you like doing.③ I feel nervous when I speak Chinese.2. Difficult pointsLearn how to describe a person.Teaching style:1. Situational teaching method.2. Direct teaching method.3. Functional teaching method.Teaching aids:some flashcards, tape recorder, videoTeaching procedures:Step 1. RevisionMake students say some sentences about Unit 1. Work in pairs.Check the homework.Step 2. Free talk1. Do you feel nervous when you speak to a foreigner?2. What are you like?3. What do you like doing?Step 3. Organization of the classHello, boys and girls. I’m Ling Ling. My friend Sally gives me a letter. Look at the video and listen to the tape, then find out what her matter is. Step 4. Learn the letter1. Listen to the tape for the first time and finish the following exercises.(Say T or F)(1) Ling Ling’s friend is Sally. ( )(2) Sally has long hair and wears glasses. ( )(3) Sally is very short. ( )(4) Sally’s favorite sport is football. ( )(5) Sally likes dance music. ( )(6) Sally is very proud of her father. ( )(7) Sally is nervous when she speaks English. ( )(8) Sally is very excited about coming to China. ( )(9) Sally isn’t afraid of flying. ( )(10) Sally is captain of the school tennis team. ( )Keys: (1-5) T F F F T (6-10) F F T F F2. Listen the tape again and answer the following questions.(1) Where does Sally come from?(2) How does Sally feel when she gets bad marks at school?(3) How does Sally feel when she leaves her mum and dad?(4) How does Sally feel when she is with strangers?(5) How does Sally feel when she speaks Chinese?(6) How does Sally feel when she does something wrong?(7) How does Sally feel when she flies?Keys: (1) She comes from London.(2) She gets angry with herself.(3) She feels a bit sad.(4) She is quite shy.(5) She feels nervous.(6) She is always sorry.(7) She is afraid.Step 5.Describe the other photo on P58, Part 1Describe yourself to the class.Step 6.Make a dialogue and practice it (P59, Part 6)Step 7. Do some exercises1. Fill in the blanks with prep. words.(1) Thanks asking to your home.(2) I’m very proud my mother.(3) He is a good student school.(4) My father is afraid driving.(5) My friend is short long hair.(6) His uncle comes China.(7) I like to play you.(8) I’ll wait you over there.(9) He is very angry me.(10) What going there by bike?Keys: (1) for (2) of (3) at (4) of (5) with (6) from(7) with (8) for (9) with (10) about2. Fill in the blanks.(1) He will (come) here to meet you.(2) She (have) a good time yesterday.(3) After a few (day), she finishes her work.(4) I have (get) your book.(5) My English teacher wears (glass).(6) What do you like (do)？(7) My brother has black (hair).Keys: (1) come (2) has (3) days (4) got(5) glasses (6) doing (7) hair3. Change the sentences.(1) He has been to school on foot. (划线部分提问)(2) Mr. Wang likes Jiaozi because it’s delicious. (划线部分提问)(3) Zhang Peng was born in 1996. (划线部分提问)(4) Liu Mei lives in Dalian. (划线部分提问)(5) My son likes pears. He likes apples better. (同义句)My son ______ apples _____ pears.Keys: (1) How has he been to school?(2) Why does Mr. Wang like Jiaozi?(3) When was Zhang Peng born?(4) Where does Liu Mei live?(5) prefers, toHomework：Rewrite five sentences with your partner.Unit 3 Language in useTeaching objectives:1. To summaries and practise the language covered in this module.2. To review and check vocabulary.3. To write some useful sentences.Teaching points:1. Main points(1) Key words and expressionsfeeling, impressions, smell, feel, quiet, salty, sour, tight introduce, later, soft, nervous, hair, dark, fair, glasses, recognize, quite,, dance, especially, proud…(2) Key structures① These shoes feel tight.② It tastes too strong.③ She looks very pretty.④ She is tall with long hair.⑤ Thanks for telling me about what you like doing.⑥ I feel nervous when I speak Chinese.2. Difficult pointsfeel, look, sound, taste, smellDescribe a person.Teaching style:revision and applicationTeaching aids:some flashcards, tape recorder, videoTeaching procedures:Step 1. Organization of the classBoys and girls, we have learned the language points of this module. In this unit, we will review them.Step 2.Let the students look at the video, read the sentences of “Language practice” (P60)That smells delicious.It tastes too strong.It doesn’t smell fresh.It feels very soft and comfortable.She sounds really nice. And she looks very pretty.Step 3. Show some pictures cards and ask them what they like and don’t like. Why?1. The teacher shows the pictures cards and ask what they like and don’t like.2. Ask the students to write down the sentences, then check the answers withthe partner.3. Ask the students to call out their answers to the other students. Step4.Let the students look at the videoComplete the sentences (P60, Part 2).1. Look at the video and pictures.2. Choose the words to finish the sentences.3. Ask the students to read the sentences.Keys: 1. smells 2. feels 3. sounds 4. looks5. seems6. sounds7. look8. tastesStep plete the sentences.(P60, Part 3)1. Look at the picture on the book.2. Let the students finish the sentences following the modal.Keys: 1. taste delicious 2. look nice 3. seem happy 4. look beautiful5. look pretty6. tastes sour7. feels comfortable8.sounds niceStep6 . Make a dialogue1. Ask the students look at the video, read the words. (P61, Ex5)2. Work in groups of two. Use the words to make a dialogue to describe:(1) your mom. (2) your teachers (3) your neighbour (4) your best friend3. Read the dialogue in pairs.Modal: A: What does your dad look like?B: He’s tall and handsome.A: What’s your dad like?B: He’s friendly.Step plete the conversation1. Let the students look at the video. Read the conversation.2. Give them a few minutes to finish it.3. Read in pairs and check the answers.Keys: (1) look (2) tastes (3) sounds (4) is (5) doesStep 8. Play a game. (P62, Part 7)1. Look at the video. Read the words.2. Make a dialogue. Let your partner guess what it is.Step plete the passageFirst, read the passage.Choose the right words to finish it.Keys: (1) meet (2) introduce (3) friendly (4) close (5) with(6) smile (7) look (8) noisy (9) loudlyStep 10. Use the suitable words to describe how things feel, look, smell, sound and taste. (P63, Part 10)Modal: Melons smell delicious. They taste sweet. They don’t feel soft.The bus sounds noisy and seats don’t feel comfortable.。
外研版英语八年级上册教案：Module 7 Feelings and Impressions
Module 7 Feelings and ImpressionsUnit1 That smells delicious!天津市南开中学王瑾建议：1.这是一堂听说课。
在听力活动的设计和Listen and read的处理上非常到位，注意到了层次设计和每一遍听的目的性。
2.说的活动，从机械性操练到意义操练，环节清楚，结合Workbook也不错，但似乎形式方面的操练过多了些，能否整合成一个说的机械性操练活动，然后过渡到Act. 8，并给学生充足的时间来做Survey的report？（教师要考虑到给学生补充一些他们可能会应用到的对食物味道、人的印象等进行评论的词汇）在做Act6部分时要求学生给出更多的相关词汇，老师可以帮助补充，为Act. 8做铺垫，人的印象的词汇属于第二单元内容，暂不涉及。
做Act. 8之前先做Exx 1 on p136，实际上给了学生一个structure，便于学生使用目标语言自然的完成Act. 8的Survey。
3.由于本堂课实际上涉及到很多感觉和感受，能否在呈现词汇和句型的时候，除了图片以外，适当加入一些bodylanguage或者实物地呈现和学习方式，增加课堂的趣味性？见教案开始部分，在授课中会注意。
4.对话学习过程中没有体现对知识点的讲解，比如：we’re going to the airport to meet my friend Sally from London.和And then we’re coming back here to have something to eat.以及What’s she like?在山东培训时许多老师对如何讲解知识点有疑问，既然是示范课，最好能体现关于这个问题，我个人认为第一单元对话中除了所学的语法和everyday English之外，涉及的语言点很少，并不是授课的重点，也不是考查重点，没有必要单独列出，教师在教学过程中帮助学生理解正确的含义即可，少量的语言点如What’s she like?可以补充在everyday English，毕竟都是口语中常用的。