Module 1 Unit 2 I feel nervous when I speak教案 2024-2025学年外研版英语八年级下册

Module 1 Feelings and impressions-  Unit 2 I feel nervous when I speak Chinese 【教学目标】 Language Competence: Grasp "feel + adj." structure and emotional adjectives (nervous, proud, excited), use adverbial clauses of time ("when I speak Chinese") to express feelings. Cultural Awareness: Explore cross-cultural communication barriers through emotional descriptions, understand how language use relates to cultural contexts. Thinking Quality: Analyze the connection between emotions and situations, infer others' feelings via language clues, and develop critical thinking. Learning Ability: Collect emotional vocabulary through reading materials, practice writing emotional narratives, and improve cooperative learning via group discussions. 【教学重难点】 Key: Correctly use "feel + adj." to describe emotions and adverbial clauses to link causes ("I feel confident when I practice")。 Difficult: Distinguish emotional adjectives (e.g., nervous/anxious) and avoid tense errors in clauses; apply the structure to express complex feelings in authentic contexts. 【教学过程】 Lead-in T: Now, class, I want to play a little game with you. I'll show you some pictures on the screen, and you need to tell me what kind of feeling the person in the picture might have. (Show pictures of a student crying, a child laughing happily, a person with a worried expression, and someone looking excited) Let's start. Look at the first picture. What feeling do you think this student has? S1, please. S1: I think the student feels sad because he is crying. T: Exactly! Well done, S1. Now, look at the second picture. What about this child? S2. S2: The child looks very happy, so I guess he feels joyful. T: Correct! Good job. How about the third picture? S3. S3: I think the person feels worried. His face shows a worried expression. T: You're right! Last one. What's the feeling of the person in the fourth picture? S4. S4: He seems excited. Maybe he has heard some good news. T: Excellent! You all did a great job. As we can see, different situations can make people have different feelings. Today, we are going to learn more about expressing our feelings and impressions in English. Our new lesson is “I feel nervous when I speak Chinese.” New Words Teaching T: First, let's focus on the new words. (Write the new words on the blackboard: nervous, proud, shy, angry, excited, surprised, sad) Class, read after me. “Nervous”. S: Nervous. T: “Nervous” means you feel worried or anxious, especially in a new or important situation. For example, when you have an exam, you might feel nervous. Repeat this sentence after me. S: When you have an exam, you might feel nervous. T: Very good. Next, “proud”. S: Proud. T: If you achieve something great or someone you care about does something wonderful, you feel proud. For instance, your parents will feel proud of you when you get good grades. Read this sentence. S: Your parents will feel proud of you when you get good grades. T: Well done. Now, “shy”. S: Shy. T: “Shy” describes a person who feels uncomfortable or embarrassed in the presence of others, especially strangers. Like, some students are shy to answer questions in class. Make a sentence using “shy”, S5. S5: My little sister is very shy when she meets new people. T: Excellent. Moving on to “angry”. S: Angry. T: When someone does something wrong to you or makes you unhappy, you may get angry. For example, I was angry when my bike was broken. Say this sentence. S: I was angry when my bike was broken. T: Good. Then, “excited”. S: Excited. T: We feel excited when we are looking forward to something very much or when something wonderful happens. Such as, I'm excited about going on a trip. Repeat. S: I'm excited about going on a trip. T: Great. “Surprised”. S: Surprised. T: If something unexpected happens, you feel surprised. For example, I was surprised to see an old friend on the street. Read it. S: I was surprised to see an old friend on the street. T: Wonderful. Finally, “sad”. S: Sad. T: When something bad happens or you lose something important, you will feel sad. Like, I felt sad when my pet cat died. Now, let's play a guessing game. I'll act out a feeling, and you guess which word it is. Are you ready? (Act out being nervous, for example, by fidgeting and looking worried) S: Nervous! T: Correct! Let's try another one. (Act out being excited, jumping and smiling) S: Excited! T: Well done, everyone! Listening T: Now, class, it's time for listening. Listen carefully to the conversation between Tony and his friends. While listening, try to figure out what makes them feel different emotions and what words they use to describe their feelings. (Play the recording of the dialogue) T: OK, stop. Who can tell me what makes Tony feel nervous? S6. S6: Tony feels nervous when he speaks Chinese. T: Right. What about his friends? What feelings do they have and why? S7. S7: Betty feels proud because she won a writing competition. And Daming is excited about the school basketball match. T: Excellent! You listened very carefully. Now, let's listen to the dialogue again. This time, fill in the blanks on your worksheets. There are some sentences about their feelings, and you need to complete them with the right words. (Play the recording again) T: Time's up. Let's check the answers together. The first blank, “Tony says he feels ______ when he speaks Chinese.” The answer is “nervous”. The second blank, “Betty feels ______ because she won the writing competition.” The correct word is “proud”. And for the third blank, “Daming is ______ about the school basketball match.” It should be “excited”. How many of you got all the answers right? Don't worry if you made some mistakes. We can go over them again. Reading and Comprehension T: Next, open your textbooks to the relevant page. Let's read the passage in Unit 2. First, read it silently by yourselves and then I'll ask you some questions. (Students read the passage silently) T: Alright. Who can tell me the main idea of this passage? S8. S8: The passage is about different students' feelings in different situations, like speaking Chinese, taking part in competitions and sports events. T: Exactly! Good summary. Now, let's analyze some sentences in the passage. Look at this sentence “I feel nervous when I speak Chinese. I'm shy when I talk to strangers.” Here, “feel” and “am” are linking verbs, just like what we learned in the last lesson. They are used to connect the subject with the words that describe their feelings. Can you find another sentence with a linking verb in the passage? S9. S9: “She feels proud when she gets good grades.” T: Excellent! Now, let's read the passage aloud together. I'll play the recording, and you follow it, paying attention to the pronunciation, intonation and the rhythm of the sentences. (Play the recording and students read after it) T: Good. Now, work in groups of three. Discuss the following questions: What situations make you feel nervous, proud, shy, angry, excited, surprised or sad? Each of you share one situation and your feelings. Then, choose one interesting sharing from your group and share it with the whole class. (Students work in groups and discuss) T: OK, which group would like to start? Group 1, please. Group 1 representative: In our group, Tom said he feels nervous when he performs on the school stage. Lucy feels proud when her parents praise her for helping others. And I feel excited when I get a new video game. T: Very interesting! Thank you, Group 1. Which group wants to share next? Language Points Explanation T: Class, let's summarize some important language points. First, we have the structure “feel + adjective” to express our feelings. For example, “feel nervous”, “feel proud”. The adjective after “feel” describes the state of our emotions. We can also use “be + adjective” in the same way, like “be shy”, “be angry”. Remember, these are all used to talk about how we feel. T: Second, we often use “when” to introduce a situation that causes a certain feeling. For example, “I feel excited when I travel to a new place.” “When” here shows the condition or the time when the feeling happens. Now, let's practice making sentences using these structures. I'll give you some situations, and you make sentences with “feel + adjective + when” or “be + adjective + when”. For example, the situation is “winning a prize”. S10, you make a sentence. S10: I feel proud when I win a prize. T: Good. Another situation, “meeting a famous star”. S11. S11: I will be excited when I meet a famous star. T: Great. Now, let's do some exercises on the screen to reinforce these language points. (Show exercises such as filling in the blanks with proper adjectives, correcting wrong sentences about feelings expressions) T: Time to check the answers. For the first exercise, “He ______ (feel) sad when his toy was broken.” The correct answer is “felt” because it happened in the past. For the second one, “I am ______ (nervously) before the speech.” The right word is “nervous” because we need an adjective after “am”. Did you all understand? If not, feel free to ask questions. Practice T: Now, it's your turn to practice more. I'll give you a piece of paper with some situations written on it, like “taking an English test”, “giving a speech in front of the class”, “making friends with a foreign student”. Pick one situation, and write three sentences to describe your feelings and reasons when you are in this situation. You can use the words and structures we've learned today. You have 8 minutes to write. Start! (Students write their sentences) T: Time's up. Now, exchange your papers with the students sitting next to you. Read each other's sentences and see if they use the language points correctly. You can also give some suggestions on how to make the sentences better. (Students exchange and comment on each other's work) T: OK, who would like to share your sentences with the whole class? S12, please. S12: When I take an English test, I feel a little nervous because I'm afraid I can't remember all the words. But I also feel a bit excited because I want to show what I've learned. Sometimes, if I answer the questions easily, I will be proud of myself. T: Wonderful! You used the structures very well and expressed your feelings clearly. Let's give S12 a round of applause. Role-play T: Next, we are going to do a role-play activity. I'll divide you into pairs. Each pair will get a card with a situation on it, like “One student is nervous about an upcoming math exam, and the other is trying to comfort him/her.” or “Two friends are talking about their feelings after watching a scary movie.” You need to create a dialogue based on the situation on the card, using the words and expressions about feelings we've learned. You have 10 minutes to prepare the dialogue. Then, some pairs will come to the front and act it out for us. (Students work in pairs to prepare the role-play) T: Time's up. Which pair wants to be the first to show us your wonderful dialogue? Pair 1, please come to the front. (Pair 1 acts out their dialogue) T: Great job, Pair 1! Your acting is very natural and your dialogue is full of our target language. Let's see which pair is next... Summary T: Class, it's time to summarize what we've learned today. We learned some new words to describe different feelings, such as “nervous”, “proud”, “shy” and so on. We also learned how to use the structures “feel + adjective” and “be + adjective” to express our emotions, and how to use “when” to connect the feelings with the situations. Remember to use these in your daily English speaking and writing to describe your true feelings. Homework T: For homework, I want you to write a short diary about your feelings today. You can write about what happened to you, how you felt and why you felt that way. Try to use at least six words and three sentence structures we learned in this class. And don't forget to bring your diaries to class next time so that we can share and learn from each other. That's all for today's class. 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