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視頻標簽：feel nervous
所屬欄目：初中英語優質課視頻
視頻課題：8B Module1 Feelings and impressions Unit1 I feel nervous when I speak Chinese.廣西 - 桂林
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外研版初中英語八年級下冊8B Module1 Feelings and impressions Unit1 I feel nervous when I speak Chinese.廣西 - 桂林
課題：
（外研版新標準）八年級下
Module1 Feelings and impressions Unit1 I feel nervous when I speak Chinese.
一、教材分析：
本單元以談論人物的感覺和印象為主題，以一封外國女孩薩莉寫給中國女孩玲玲的一封回信為主線，信中薩莉通過對自己的外貌特征，興趣愛好來介紹自己，并表達了想見玲玲的迫切心情和即將要來中國的感受。通過本單元的閱讀，學生不僅可以了解以薩莉為例的西方同齡人的喜好和性格特點，而且還可以學習如何簡單描述個人愛好和感受。同時教師也可以利用這個語篇進行多層面的教學設計，培養學生的綜合素養，引導學生分析語篇所包含的情感和文化因素，并創設語境來實現，讓學生感受到不僅是在讀一封信，更是在與薩莉進行交流。
二、學情分析：
新課標對于初中英語閱讀課的主要目標是培養學生的核心素養，包括綜合閱讀能力以及英語綜合運用能力。八年級的學生對英語已經有了一定的學習基礎，特別是在描述外貌和表達情感的話題上學生以前也接觸過。因此如何進一步鞏固所學語言知識，同時積累更多新的語言知識，有效提高學生閱讀能力及寫作能力是這一節課的重要任務。
三、設計理念：
本課主要采用任務型教學和情境式教學相結合，使學生在使用英語完成任務的同時，在不知不覺中學會英語。同時新課標鼓勵教師“創造性使用教材”和“開發教學資源”的理念，根據學生的實際情況，圍繞本課主題feelings and impressions 適當拓展閱讀材料，將課內知識與課外知識融合，極大地激發了學生的興趣，有利于學生進行自主學習。在教學設計上，將信息技術和英語教學深度融合，極大的調動了學生的參與度，增加了英語學科的學習趣味性。
四、教學目標： 1. Knowledge aims:
Students will be able to read and recognize the new words and know how to use
them. Words and phrases: glasses, nervous, pretty, proud, be proud of, message, sb. can’t wait, hobby, mark, stranger.
Students will be able to express one’s feelings and describe one’s appearance. 2. Ability aims:
Students will be able to understand the email and be able to grasp the detail
information.
Students will be able to write an article to describe a person. 3. Moral aims:
Students will be able to know different people have different ways to express
their feelings and impressions.
Students will be able to know how to express their feelings in the right way.
2
五、教學重點、難點： 1、Important points :
Students will be able to describe a person, especially the appearance and feelings with sense verbs and suitable adjectives.
Students will be able to understand the main idea of the passage. 2、Difficult points:
Write a description of a person with properly words and sentence structures. 六、教學方法、教具：
1、教學方法: situation language teaching, task - based approach 2、教具: multimedia, handouts
七、教學過程/步驟： Step 1. Lead-in:
T: Recently, our school has a project to send some students to America for a 2-week visit. It’s a good opportunity for you to improve your English. If you want to join in, you should write a brief introduction to our headmaster Ms Xie, because she doesn’t know you. So today’s task is to write a description of a person. Look at the blackboard, you are divided into two groups, orange group and blue group. You should finish 5 tasks so that you can get the chance to America. I will choose one student from the winning team to America. If you want to join in, try your best!
設計意圖： 通過學校的一個游學項目，創設一個真實情境，引出今天的話題：how to describe a person。引用小組合作學習的策略，分工合作，完成今天的5個任務就有機會贏得游學名額，充分調動學生的學習興趣和積極性。
Step2. Pre-reading
1. Guide students to think from four aspects about how to describe yourself : appearance, hobbies, feelings and character. 設計意圖：為完成今天的寫作任務構建框架。
2. Teach new words and sentence patterns by checking students’ preview homework.
Collect words (adj. n. v.) for each column as many as possible. Appearance(adj. n.) Hobbies(v.) Feelings(adj.) Character(adj.)
設計意圖：通過預習課文，提前布置學生完成表格中的內容，收集能夠談論外貌，
愛好，感受，性格的單詞。不同層次的學生通過預習可以在課本的基礎上拓展自己的知識面，為下一步閱讀和寫作積累更多的素材。 3. Work in pairs to describe the girls. ( Activity 1)
設計意圖：通過描述課文的圖畫鞏固本課的生詞和句型，為閱讀做好準備。
Step3. While-reading 1. Scanning
3
Who is Sally?(Activity2)
Match the heading.(Activity3)
設計意圖：通過略讀，快速找出有關Sally的大概信息。 2. Carefully reading
Read paragraph1 and answer: What does Sally look like? Read paragraph 2 and answer:
What are Sally’s hobbies?
Why does sally talk about her brother to lingling? Why can they become friends?
Read paragraph 3 and fill in the blanks.
How does Sally feel about coming to China? When she leaves her mum and dad, she feels a bit sad. When she is with strangers, she feels quite shy. When she speaks Chinese, she feels nervous. When she doesn’t know how to do things in the right way, she is always sorry. When she travels by plane, she is afraid of flying. But when she is about going to China, she feels very excited. 設計意圖：對學生學習策略和方法的培養。通過精讀，讓學生有目的的進行閱讀，提高閱讀效率。問題設置由易到難，讓學生更好地理解文章大意。開放性問題的設置讓學生在理解大意的基礎上對文章進行深層次的思考。 3. Watch the video and have a quiz about Sally by playing a game. 設計意圖：設計了一個小游戲來檢測學生對這篇文章的理解和記憶。信息技術的運用讓課堂變得活躍，充分的調動了學生學習的積極性。
4. Complete the passage with the correct form of the words.(Activity6)
設計意圖：獨立完成課本練習，進一步鞏固文章的知識點和生詞的運用，熟悉重點句型，為下一步寫作做鋪墊。
Step4. Post-reading
1. Back to the task for today, ask students to write a description of themselves according to the table. Encourage students to read to their desk mates . Write an email to our headmaster to describe yourself.
What you look like What your hobbies are How you feel when… character
2. Elicit 3 or 4 students to read aloud in front of the whole class.
設計意圖：通過今天所學的內容，引導學生在此基礎上介紹自己，進一步提高學生的寫作能力。同時可以檢測學生所寫句子的邏輯是否得當，詞匯使用是否合理。
Step5. Summary and homework.
Teacher gives a summary about what they learned in class. Encourage them to write a message to their headmaster. 設計意圖：課后學生梳理知識點，對課堂上寫的文章進行加工整理并形成一封電子郵件。
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