Module 1 Feelings and impressions Unit 1 It smells delicious. 教案 2024-2025学年外研版（2012）八年级英语下册

Module 1 Feelings and impressions- Unit 1 It smells delicious. 【教学目标】 Language Competence: Master sensory verbs (smell, taste, look, sound, feel) and descriptive adjectives (delicious, sweet, sour), apply them in sentences to describe feelings and impressions. Cultural Awareness: Compare food cultures through descriptions, recognize how sensory words reflect cultural backgrounds in daily communication. Thinking Quality: Analyze sentence structures (e.g., "It smells + adj."), infer emotions behind descriptions, and develop logical thinking in language use. Learning Ability: Acquire vocabulary via context, practice oral expression through role-playing food descriptions, and enhance autonomous learning. 【教学重难点】 Key: Use sensory verbs correctly with adjectives (e.g., "The cake looks nice"), and master noun-adjective collocations (sweet cookies, salty soup). Difficult: Distinguish between sensory verbs as link verbs (no passive voice) and their semantic differences; apply descriptive language in real-life scenarios without grammatical errors. 【教学过程】 Lead-in T: Now, class, before we begin our new lesson, I have something interesting to show you. Look at the screen. (Show some pictures of delicious food on the PPT, like a pizza with all kinds of toppings, a big juicy steak, a plate of fresh fruits, a chocolate cake with cream on top) Boys and girls, which food do you like best in these pics, and why do you like it? S1: I like the pizza best because it has many toppings like cheese, ham and mushrooms. It must be very tasty. T: Sounds great. The combination of different toppings makes the pizza really attractive. What about you, S2? S2: I love the chocolate cake. It looks so sweet and soft. T: Exactly. The soft texture and the sweet taste of chocolate cake are hard to resist. And you, S3? S3: I like the steak. It looks so juicy and I bet it tastes amazing. T: Right. The juicy steak can really make our mouths water. So, you see, we use words like “tasty”, “sweet”, “soft” and “juicy” to describe how these foods look or might taste. Today, we are going to learn more words and expressions to describe our feelings and impressions, especially about food. New Words Teaching T: First, let's look at the new words. (Write the words on the blackboard: smell, taste, soft, sour, sweet, salty, crispy) Class, read after me. “Smell”. S: Smell. T: Good. “Smell” is a verb. When we want to sense something with our nose, we use “smell”. For example, when you walk into a bakery, you can smell the fresh bread. Repeat this sentence after me. S: When you walk into a bakery, you can smell the fresh bread. T: Very good. Next word, “taste”. Read after me. S: Taste. T: “Taste” is also a verb. We use it when we want to know how food or drink is by putting it in our mouths. For example, taste this soup and tell me if it needs more salt. Read this sentence aloud. S: Taste this soup and tell me if it needs more salt. T: Well done. Now, “soft”. S: Soft. T: “Soft” is an adjective. It describes something that is not hard, like a soft pillow or a soft cake. Can you give me an example using “soft”? S4, please. S4: The toy bear is very soft. T: Excellent. Now, “sour”. S: Sour. T: “Sour” is an adjective too. It's often used to describe the taste of lemons. Lemons taste sour. Say this sentence. S: Lemons taste sour. T: Good. Then, “sweet”. S: Sweet. T: We all love sweet food. Candies are sweet. Repeat. S: Candies are sweet. T: Great. “Salty”. S: Salty. T: Food with too much salt is salty. Such as some kinds of snacks. Make a sentence with “salty”, S5. S5: The potato chips are too salty. T: Perfect. Finally, “crispy”. S: Crispy. T: “Crispy” describes food that is hard, dry and makes a loud noise when you bite it. Like fried chicken. The fried chicken is crispy. Read it. S: The fried chicken is crispy. T: Wonderful. Now, let's play a little game. I'll describe a kind of taste or feeling, and you tell me which word it is. Are you ready? It's a taste, like the taste of sugar. S: Sweet. T: Correct. Next, when you bite an apple, it makes a loud noise because it has this quality. S: Crispy. T: Great job. This taste is like that of vinegar. S: Sour. T: Well done, everyone. Listening T: Now, class, let's move on to the listening part. Listen carefully to the dialogue between Betty and her mother. While listening, think about what food they are talking about and what words they use to describe it. (Play the recording of the dialogue) T: OK, class. Who can tell me what food they were talking about? S6. S6: They were talking about a pizza. T: Right. And what words did they use to describe the pizza? S7: They said the pizza smells delicious and looks nice. T: Exactly. The pizza smells delicious and looks nice. Let's listen to the dialogue again. This time, fill in the blanks on your worksheets. (Play the recording again) T: Time's up. Let's check the answers. The first blank, Betty says “Mmm... What a delicious smell! Your pizza looks so nice.” So the word for the first blank is “smell”. The second blank, her mother says “Thanks! Would you like to try some?” And Betty answers “Yes, please. It looks lovely, it smells delicious, and mm, it tastes good too.” So the word for the second blank is “tastes”. Are your answers all correct? If not, don't worry. We can practice more. Reading and Comprehension T: Next, open your textbooks to page... (Tell the page number). Let's read the dialogue carefully. Read it by yourselves first and then I'll ask some questions. (Students read the dialogue silently) T: Alright. Who can tell me what Betty's mother has made? S8. S8: Betty's mother has made some chocolate cookies. T: Correct. And how does Betty describe the cookies? S9: Betty says the cookies smell sweet and feel soft in the middle. T: Very good. Now, let's analyze the sentences in the dialogue. Look at this sentence “They smell so sweet and they feel soft in the middle.” Here, “smell” and “feel” are linking verbs. They are used to describe the state or quality of the cookies. Linking verbs are very important in English. They connect the subject with the complement. For example, in “The flower smells nice.”, “smells” is a linking verb, “the flower” is the subject, and “nice” is the complement describing the flower. Can you give me another example using a linking verb? S10. S10: The milk tastes fresh. T: Excellent. “Tastes” is a linking verb here. Now, let's read the dialogue together. I'll play the recording and you read after it, paying attention to the pronunciation and intonation. (Play the recording and students read after it) T: Good. Now, work in pairs. Practice the dialogue with your partners. Try to act it out as if you are Betty and her mother. (Students practice the dialogue in pairs) T: Which pair would like to come to the front and act out the dialogue for us? S11 and S12, please. (The two students come to the front and act out the dialogue) T: Well done, S11 and S12. You did a great job. Let's give them a big hand. Language Points Explanation T: Class, let's summarize some important language points. First, we learned how to use linking verbs like “smell”, “taste”, “look”, “feel” etc. These verbs are used to describe the feelings and impressions of something. For example, “The dress looks beautiful.” “The soup tastes terrible.” “The silk feels smooth.” Remember, after these linking verbs, we use adjectives to describe the subject. T: Second, we have the expression “What a/an + adjective + noun!” This is used to express strong feelings or make an exclamation. For example, “What a beautiful day!” “What an interesting book!” Let's make some sentences using this structure. S13, you start. S13: What a delicious cake! T: Good. S14. S14: What an exciting movie! T: Great. Now, let's practice some exercises on the screen to reinforce these language points. (Show some exercises on the PPT, such as filling in the blanks with proper linking verbs or making exclamatory sentences) T: Time's up. Let's check the answers. For the first exercise, “The bread ______ fresh.” The correct answer is “smells”. Because we use “smell” to describe the smell of the bread. The second one, “______ a cute dog!” The answer is “What”. We use “What a/an + adjective + noun!” to make an exclamation. Are your answers correct? If you made some mistakes, don't worry. We can go over them again. Practice T: Now, it's your turn to practice. I'll divide you into groups of four. In your groups, each of you brings a picture of your favorite food. Then, describe your food to your group members using the words and expressions we've learned today. For example, you can say “My favorite food is ice cream. It looks colorful and tastes sweet and cold. It feels smooth in my mouth.” After everyone in your group has described their food, choose one food that your group thinks is the most appealing and share it with the whole class. (Students work in groups, describe their food and discuss) T: OK, class. Which group would like to share their favorite food with us? Group 1, please. Group 1 representative: Our group's favorite food is hamburger. It looks big and has many layers. It smells savory with the meat and vegetables. It tastes really good with the sauce. T: Sounds yummy. Group 2? Group 2 representative: We think pizza is the best. It has a round shape. It smells cheesy and the toppings make it look very attractive. It tastes delicious with every bite. T: Great. I can see you all did a wonderful job in describing the food. Production T: Next, class, we are going to do a writing task. I want you to write a short passage about a food you cooked or helped to cook. You can follow these steps. First, tell us what food you cooked. Then, describe how it looked, smelled, tasted and felt during the cooking process and after it was done. Finally, share your feelings about cooking this food. You can use the words and expressions we learned today. You have 10 minutes to write. Start now. (Students start to write) T: Time's up. Stop writing. Now, exchange your passages with your deskmates. Read your deskmate's passage and give some comments. You can praise their good sentences, correct their grammar mistakes or give some suggestions on how to make it better. (Students exchange and comment on each other's writing) T: Alright. Who would like to share their passage with the whole class? S15, please. S15: I helped my mom cook dumplings. First, we made the dough. The dough looked smooth and soft. When we were making the filling with meat and vegetables, it smelled so good. After the dumplings were cooked, they looked plump and white. When I tasted one, it tasted really delicious. The skin was soft and the filling was savory. I felt so happy because I could help my mom and the dumplings we made were so good. T: Excellent, S15. Your passage is very well - written. You used the words and expressions we learned today very skillfully. Let's give S15 a round of applause. Summary T: Class, let's summarize what we've learned today. We learned some new words to describe feelings and impressions, especially about food, like “smell”, “taste”, “soft”, “sour”, “sweet” etc. We also learned how to use linking verbs and the exclamation structure “What a/an + adjective + noun!”. And we practiced using these in listening, speaking, reading and writing. Remember to use these in your daily life to describe the things around you. Homework T: For homework, I want you to make a poster about your favorite food. On the poster, draw a picture of the food and write a short description about it using at least five words or expressions we learned today. You can also add some interesting facts about the food if you like. Bring your posters to class next time and we will share them with each other. That's all for today's class. Class is over. Goodbye, everyone! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$