Module 1 Feelings and impressions- Unit 3 Language in use 教案2024-2025学年外研版英语八年级下册

教学设计 课题 Module 1 Feelings and impressions- Unit 3 Language in use 课时 1 教学目标 Language Competence: Integrate sensory verbs (smell/taste/look) and emotional expressions ("feel + adj.") to describe experiences, master sentence patterns for giving impressions. Cultural Awareness: Explore how different cultures use sensory language in daily interactions, analyze cultural connotations behind descriptive expressions. Thinking Quality: Summarize rules of sensory verb usage through comparative analysis, logically organize descriptive language in practical contexts. Learning Ability: Consolidate vocabulary via comprehensive exercises (listening/speaking/writing), apply language knowledge to solve real-life communication tasks. 重难点 Key: Review and integrate "sensory verbs + adj." and "feel + emotional adj." structures, practice cross-situation application (e.g., describing food/feelings). Difficult: Avoid confusion between sensory verbs (e.g., look/sound) in different tenses, correctly use adverbial clauses to connect feelings with situations, and ensure grammatical accuracy in integrated expressions. 教学环节 学习活动 新课教学 Review T: Before we start today’s new content, let’s have a quick review. Who can tell me some words we learned in the previous two units to describe feelings? S1, raise your hand and have a try. S1: Nervous, proud, shy, angry, excited, surprised, sad. T: Perfect! You’ve got a good memory. (Write these words on the blackboard) Now, I’ll give you a situation, and you use one of these words to describe the feeling. Suppose you suddenly meet a tiger on the road. How do you feel? S2. S2: I feel scared. T: Although “scared” is not exactly what we learned before, it’s a very appropriate word and similar in meaning. Well done. Let’s try another one. If you get the highest score in the class in the math exam, how do you feel? S3. S3: I feel proud. T: Correct! Now, let’s review the sentence structures. What structure do we use to express our feelings? For example, when we say “我感到紧张”, how do we say it in English? S: I feel nervous. T: Right! We use “feel + adjective” to express our feelings. And what about “我很害羞”? S: I am shy. T: Exactly! We can also use “be + adjective” to describe our feelings. Very good, everyone. You all remember these well. Presentation of Language in Use T: Today, we are going to Unit 3 “Language in use”. In this unit, we will focus on how to use the words and sentence structures we’ve learned more flexibly in different situations. First, look at the screen. (Show some pictures of different scenes, such as a student standing on the stage about to give a speech, a child receiving a gift, two friends arguing) In these pictures, there are different situations. Work in groups of four and discuss what feelings the people in the pictures might have and why. And try to use the words and sentence structures we reviewed just now. You have 5 minutes. (Students discuss in groups) T: Time’s up. Which group would like to share your ideas first? Group 1, please. Group 1 representative: In the picture of the student on the stage, he might feel nervous because he is going to speak in front of many people. The child receiving the gift may feel excited, and the two friends arguing might feel angry. T: Great analysis! You used our target language very well. Does any other group have different opinions or want to add something? Group 2. Group 2 representative: We think the student on the stage could also feel a little excited besides being nervous, because it’s a chance to show himself. T: That’s a wonderful point! Different people may have mixed feelings in the same situation. Excellent job, everyone. Listening Practice T: Now, let’s move on to the listening part. Listen to a short passage. While listening, you need to fill in the blanks with the correct words about feelings. The passage will mention some people and their feelings in different situations. (Play the recording) T: OK, stop. Put down your pens. Let’s check the answers together. The first blank, “When Lily saw a big spider in her room, she felt ______.” What should we fill in here? S: Scared. T: Right! Seeing a spider may make people feel scared. The second blank, “After Jack won the swimming race, he felt so ______.” S: Proud. T: Correct! Winning a race usually makes people feel proud. How many of you got all the answers right? For those who didn’t, don’t worry. We can listen to it again and analyze where you made mistakes. (Play the recording again if necessary) Reading and Discussion T: Open your textbooks to the reading material in Unit 3. Read it by yourselves first, and then answer the following questions on the screen. The questions are about the main idea of the passage and the feelings of the characters in it. (Students read the passage silently) T: Time to answer the questions. The first question: What is the main topic of this passage? S4, please. S4: The passage is about different people’s feelings in their daily life and some ways to deal with negative feelings. T: Very good! You grasped the main idea accurately. The second question: How does the writer feel when he fails the exam? S5. S5: The writer feels sad and disappointed. T: Correct. Now, let’s discuss in groups. Based on the content of the passage, if you were in those situations, what would you do to deal with your negative feelings? You have 8 minutes to discuss. (Students discuss in groups) T: Stop here. Which group wants to share your discussion results? Group 3, come on. Group 3 representative: If we fail the exam like the writer, we can talk to our parents or teachers, and they may give us some useful advice. We can also make a study plan to improve our study. T: That’s a very practical suggestion. Thank you, Group 3. Other groups, do you have different ideas? Grammar Focus and Exercises T: In this unit, we also need to pay attention to some grammar points related to expressing feelings. We’ve already known “feel + adjective” and “be + adjective”. Now, let’s look at some more complex sentences. For example, “I felt nervous when I first spoke English in front of the class, but now I feel more confident.” Here, we use “when” to introduce a time 状语从句，and we use the comparative form “more confident” to show the change of feelings. (Write the sentence on the blackboard and analyze the grammar structure) T: Now, I’ll give you some sentences with blanks. You need to fill in the blanks with the correct forms of the adjectives and use the right conjunctions if necessary. (Show the exercise sentences on the screen) You have 6 minutes to finish them. (Students do the exercises) T: Let’s check the answers. For the first sentence, “She ______ (feel) happy when she ______ (receive) a birthday gift from her best friend.” The answers are “felt” and “received” because this is a past event. The second sentence, “He is ______ (nervous) than before when speaking in public now.” The answer is “more nervous” as we are making a comparison. Did you all understand? If you have any questions, feel free to ask me. Speaking Activity T: Next, we’ll have a speaking activity. I’ll give each of you a card with a situation on it. For example, “You are going to a new school and feel worried. Talk to your friend about your feelings and ask for advice.” or “You won a singing competition and want to share your excitement with your family.” You need to find a partner, and then create a dialogue according to the situation on your card. Try to use as many words and sentence structures about feelings as possible. You have 10 minutes to prepare, and then some pairs will come to the front and perform your dialogues. (Students prepare the dialogues in pairs) T: Time’s up. Which pair would like to show your dialogue first? Pair 1, please. (Pair 1 performs the dialogue) T: Great! Your pronunciation is clear, and you used our target language very naturally. Let’s welcome the next pair... Writing Practice T: Finally, it’s time for writing. You are going to write a short composition about “My Feelings in Different Situations”. You can write about at least three different situations, describe your feelings in those situations, and explain why you feel that way. Remember to use the words, phrases and sentence structures we’ve learned in this module. You have 15 minutes to write. Start now. (Students write the compositions) T: Stop writing. Now, exchange your compositions with your deskmates. Read each other’s compositions and check for grammar mistakes, spelling errors, and whether the content is well - organized. You can also give some suggestions on how to make the composition better. (Students exchange and review each other’s work) T: OK, who wants to share your composition with the whole class? S6, please. S6: In my daily life, I have different feelings in different situations. When I have to give a presentation in front of the whole class, I feel extremely nervous. My heart beats fast, and my hands even shake a little. I feel this way because I’m afraid of making mistakes and being laughed at by my classmates. However, when I help an old man cross the road, I feel proud of myself. I think helping others is a good thing, and it makes me realize that I can do something meaningful. Also, when I see a horror movie, I feel scared. The scary pictures and sounds always make me cover my eyes and ears. But at the same time, I’m also a little excited because it’s a thrilling experience. T: Wonderful! Your composition is very vivid, and you used a variety of expressions about feelings. Let’s give S6 a big round of applause. Summary T: Class, let’s summarize what we’ve learned today. We reviewed the words and sentence structures about expressing feelings, practiced listening, reading, speaking and writing through different activities. We also learned some grammar points related to feelings expressions. Remember, language learning needs continuous practice. Try to use what we’ve learned today in your daily English communication and writing. Homework T: For homework, I want you to keep an English feeling diary for three days. Write down one situation each day that makes you have strong feelings, describe your feelings and the reasons. You can also write about how you deal with those feelings if they are negative. And next class, we’ll share some interesting entries. That’s all for today’s class. See you next time! 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 $$