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Module 7 Feelings and impressions达标测试我夯基我达标Ⅰ.词汇与短语A.英汉互译1.have a try答案：试一试2.从……回来答案：come back from3.get sth.ready答案：把某物准备好4.把某人介绍给某人答案：ntroduce sb.to sb.5.as well答案：也6.看起来友好答案：look friendly7.at first答案：起先；开始时8.以……而自豪答案：be proud of9.shake hands with答案：与……握手10.彼此互致问候答案：say hello to each otherB.根据句意和词首字母提示完成单词11.I hope you will r me from my photo.答案：recognise12.Thanks for t me about what you like doing.答案：telling13.The girl is afraid o flying.答案：of14.How do you f when you speak English?答案：feel15.—Where is Mike?—He has g to the library.答案：goneⅡ.根据汉语提示完成句子（每空一词）16.孩子们已经回家了吗？还没有。
— the children home?—Not .答案：Have;gone;yet17.这些鞋子看起来很可爱，可是它们有点紧。
These shoes ,but they feel .答案：l ook lovely;a little tight18.他们何时从飞机场回来的？they from the airport?答案：When did;come back19.你最好把我介绍给你的朋友。
You’d better your friend.答案：introduce me to20.我们打算去车站接我来自伦敦的朋友萨利。
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.。
外研社八年级英语上册Module 7 Feelings and impressions导学案Grammar: 表感觉和知觉的系动词【教学目标】知识目标：1.表示感觉和知觉的词汇。
2.掌握感官动词的使用。
能力目标：听懂表示感觉的句子，并能正确表达自己的感觉。
情感目标：旨在提高小组合作的团结意识。
【教材分析】本模块主要学习感官动词的使用，与同学们的日常生活接近。
从听看闻嗅触五种感觉出发，结合五种感官进行教学，可以让学生趣味学习。
【教学方法】自主学习，解决简单问题。
设置话题进行讨论，小组互帮互助。
进行演练活动，寓教于乐。
教师适时点拨，辅以练习巩固。
【教学过程】一、课前延伸，进行课前检查，做好课前准备。
二、展示学习目标，使学生明白学什么做什么。
三、教学环节。
以五种感官导入新课，引出五个感官动词。
分别学习表示感觉知觉的陈述句句序、疑问句序和否定句序。
教学采用自主学习、合作探究以及教师点拨。
设置话题，合作探究。
及时总结，进行针对练习，及时进行巩固。
四、游戏环节：充分调动学生积极性，寓教于乐。
在游戏中学习，快乐教学。
五、当堂达标，进行总结。
【教学反思】教学过程中充分调动了学生的积极性，利用学生感兴趣的故事，启发学生的兴趣，使得学生的自主学习贯穿其中。
附：导学案一、课前延伸：比比谁是记忆小明星？（1）Write down the new phrases correctly.柔软的________ 感觉，摸起来_______咸的————闻起来______酸的—————看起来_______过紧的————听起来________新鲜的————尝起来__________二、学习目标：知识目标：1.表示感觉和知觉的词汇。
2.掌握感官动词的使用。
能力目标：听懂表示感觉的句子，并能正确表达自己的感觉。
情感目标：旨在提高小组合作的团结意识。
三、课内探究：1.系动词定义：英语的动词中，有的后面要接名词或代词等作宾语，有的单独作谓语，而有的动词要接形容词或名词作表语。
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, 内容主如果谈论对食物等的感觉、评论和对人的印象等。
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。
让学生在利用语言的进程中学习语言,促使学生更成心识地自觉学习英语。
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类素材组织教学进程和内容。
充分调动学生的踊跃性。
教学目标1）语言知识：2）语言技术：3)学习策略习策略4)文化意识：了解世界各地的礼节，更好地理解别人，从而更懂得关心别人。
文化意识5)情感态度:通过阅读他人的自我描述，培育学生关爱他人的情感素质。
参加各类英语活动,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，掌握利用表感觉和知觉的系动词和系表结构。
难点：掌握利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。
教学方式基于课程改革的理念及“第二语言习得论”,培育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。
初二英语（外研版）学案Module 7 Feelings and impressions一、学习目标:1、知识与技能：掌握本模块中关于表达情感的词汇；掌握感官动词的用法；掌握句子的系表结构；能听懂用感官动词的所表述的内容，并能和图片匹配；能够询问并表达对事物的感觉；能够读懂简单的描述，明白课文的意思并能将其内容与标题匹配；能对一个人进行简单的描述。
2、情感态度：通过阅读介绍与描述美国人的文章，使学生更多地了解他们。
3、学习策略：通过听、读语言材料学会在整句话中识别理解词汇；通过练习学会归纳、总结本模块的语法现象，并进行系统的操练；注意他人在表达感觉是的表情及语言；注意系表结构与所学其他句式的异同；能尝试将表情、肢体语言同本模块中表达感觉的语句结合起来。
二、重点及难点:感官系动词：英语动词中，有的后面要接名词或代词等作宾语，有的单独作谓语，而有的后面要接形容词等。
我们把接形容词的动词称为系动词。
最常用的系动词是be，另外还有look , become , get , seem , turn , grow , taste , feel , smell, sound , keep等。
例如：The film is interesting . 这部电影很有趣。
My mother seems ill . 我的妈妈好像生病了。
The soup tastes too salty . 汤尝起来太咸了。
Her face turned red . 她的脸变红了。
It’s getting colder and colder . 天气变得越来越冷。
He became a famous doctor . 他成为了一位医生。
The idea sounds quite good . 这想法听起来相当不错。
All the children look happy . 所有的小孩看起来都快乐。
三、学习步骤:Unit 1 That smells delicious!一）自主学习A. Watch the video of the text.B. Listen and number the pictures.Keys: 1. D 2. E 3. B 4. A 5. CC. Match the sentences with the pictures.feel; look; quiet; salty; smell; sound; sour; strong; taste; tight 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.Keys: 1. C 2. B 3. D 4. A 5 ED. Listen and read the dialogue .二）合作学习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?Possible answers:1. The pizza.2. The cheese.3. The chocolate cookies (taste sweet).4. Sally.5. Sally.6. Lingling's sweater.7. Lingling and Betty (look smart).B. 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're getting the food ready before they _______________________________.5. When they come back from the airport, they're ___________________________. Possible answers:1. Daming tastes the pizza but thinks it tastes too strong.2. Daming likes sweet things so Lingling gives him a chocolate cookie.3. Tony thinks the girls look smart because they are wearing nice clothes.4. They're getting the food ready before they go to meet Sally at the airport.5. When they come back from the airport, they're going to have something to eat.C. Listen and repeat.1. That smells delicious!2. It tastes too strong.3. It feels very comfortable.4. You look very smart.5. She sounds really nice.D. Work in pairs. Ask and answer about the things. Say why you like or don’t like— Do you like Beijing roast duck ?— Yes, I do. It tastes delicious. Do you like flowers ? 三）探究学习Eye look smart, ... Nose Hand Ear MouthPossible answers:Eye look smart, pretty, strong Nose smell delicious, fresh, sour Hand feel comfortable, soft Ear sound nice, quiet Mouth taste delicious, fresh, strong, sweet, sour, salty 四）达标学习A. 单词拼写 根据下面各题首字母的提示和句子的意思,写出恰当形式的英语单词，每空格只写一个单词。
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 impressionsPeriod 1 Listening and readingLanguage goals语言目标1. Key vocabulary重点辞汇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教学方式Communicative approach.Teaching aids教具准备A tape recorder, som e pictures and some objects.Teaching procedures and ways教学进程与方式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 classWrite “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重点辞汇nervous, hair, dark, fair, glasses, da nce, 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 教学方式Bottom-up approach.Teaching aids教具准备A computer and a projector.Teaching procedures and ways 教学进程与方式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 ask students 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 workin 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 sente nce structures and phrases.:I spend 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 som eone 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重点辞汇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教学方式Communicativ e approach.Teaching aids教具准备A projector and a computer.Teaching procedures and ways教学进程与方式Step I RevisionAsk some students to show their work.Step II Speaking and listeningLikes, 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 sens e verbs Describing othersAsk students to do activities 4—6 o n page 60.For activ ity 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 s ee someone is “tall” or “short”. We can’t see “friendly” or “nice,” but we can jud ge 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重点辞汇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Ena ble students to write a description of someone.Teaching methods教学方式Task-based activities.Teaching aids教具准备A projector and a co mputer.Teaching procedures and ways教学进程与方式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.Step III Reading and writingAsk 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.。
Module 7 Feelings and impressions 精品学案Unit 3 Language in use语法讲解：系动词英语的动词中，有的后面要接名词或代词等作宾语，有的单独作谓语，而有的动词要接形容词或名词作表语。
我们把后面接表语的动词称为系动词。
Be动词是最常用、也是同学们最熟悉的；除be 以外，表感觉和知觉的动词也可以是系动词。
如：look, smell, taste, sound, feel 相当于汉语的“看上去”，“闻起来”，“尝起来”，“听起来”，“摸起来”。
这类动词的否定形式和疑问形式的构成要加助动词。
一、用smell, sound, feel, taste, look 的适当形式填空1.，I very comfortable in this chair.2, The story interesting. Many children like listening to it.3, These fresh flowers sweet.4, Your food delicious.5, My mother very tired. She needs to have a rest.6. The flowers _ _ __very sweet.7. Her face _ _ __red.8. Jack _ _ __very happy.9. The mooncake _ _ __good.10. The meat_ _ __bad.二、句型转换。
1，Her daughter is fat and tall.(对划线部分提问)What her daughter ?2, These fresh flowers look beautiful. (改为一般疑问句)these fresh flowers beautiful?3, I feel a little tired today. (改为同义句)I feel tired today.4, The cake tastes delicious.(改为否定的句)The cake delicious.5, It seems that it will rain soon. (改为一般疑问句)it that it will rain soon?三、单项选择1. My brother ____ a teacher. He ____ his pupils very much.A. is, likeB. is, likesC. are, likesD. are, like2. You ____ pale. What's wrong with you?A. turnB. seemC. lookD. become3 The boy ____ ill today.A. areB. isC. beD. am4. Which ____ bigger, the sun or the moon?A. areB. isC. beD. ×5. Neither she nor I ____ a doctor.A. am notB. amC. areD. is6. I ____ a worker next year.A. amB. will beC. beD. will7. Her voice ____ like my mother's.A. soundsB. soundC. looksD. look8. A: How are you ____ now?B: Much better, thank you.A. gettingB. feelingC. makingD. turning9. The teacher's smile made me ____ better.A. feelB. to feelC. feelingD. felt10. My English teacher ____.A. all look youngB. looks youngC. look youngD. all looks young11. If you don't take back what you just said, Mother ____ angry.A. isB. will beC. getD. feels12. He ____ very glad.A. lookedB. turnedC. feelD. looks13. The flowers ____ fragrant （芳香）.A. getB. smellsC. smellD. feels14. The table ____ very smooth.A. lookB. turnC. feelsD. smell15. Jack ____ younger than Tom.A. lookB. feelC. feelsD. looks16. She looks ____.A. happyB. to be happyC. happilyD. that she is happy四、把下列各句译成英语1.她看起来很年轻。
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。
MODULE 7 Feelings and impressionsUnit 1 That smells delicious!3 Listen and read.Tony: Mmm ... That smells delicious! What are you making?Betty: Hi, guys! I've made a pizza. Have some!Tony: OK. Yes, it's great.Betty: What's the matter, Daming?Darning: It tastes too strong. I'm afraid I don't like cheese. It doesn't smell fresh. No, thanks.Lingling: Well, I've made some chocolate cookies. Have a try! They taste really sweet. Darning: That's much better.Betty: You're wearing a lovely sweater, Lingling.Lingling: Yes, it feels very soft and comfortable.Tony: You both look very smart. And so much food! Are we having a party?Lingling: We're going to the airport to meet my friend Sally from London.Darning: What's she like?Lingling: I haven't met her, but she sounds really nice.Betty: And she looks very pretty in her photo.Tony: Let's have a look. Hm, yes, I see what you mean!Lingling: And then we're coming back here to have something to eat.Tony: You must introduce me to her.Betty: Sure we will We'll be back,soon.Lingling: See you later.4 Answer the questions about the words in the box.comfortable delicious fresh nice pretty smart soft sweet1 What smells delicious? 5 Who sounds nice?2 What doesn't smell fresh? 6 What feels soft and comfortable?3 What tastes sweet? 7 Who looks smart?4 Who looks pretty?What's the matter? I'm afraid I... Have a try! You must introduce me to ... Sure we will.5 Complete the sentences.I Daming tastes the pizza but .2 Daming likes sweet things so .3 Tony thinks the girls look smart because .4 They're getting the food ready before they .5 When they come back from the airport, they're .Unit 2 I feel nervous when I speak Chinese.2 Read Sally's letter and find out which is her photo.Hi Lingling,Thanks for your last message, it was great to hear from you. You sound great fun, and I can't wait to meet you.I hope you will recognise me from my photo when 1 arrive at the airport. I'm quite tall, with short fair hair, and I wear glasses, I'll wear jeans and a T-shirt for the journey, but I'll also carry mywarm coat. rye got your photo - you look so pretty, so I'm sure we'll find each other!Thanks for telling me about what you like doing. You sound just like me! I spend a lot of time with the school orchestra, but I also like dance music—I love dancing!I enjoy sports as well, especially tennis. My brother is captain of the school tennis team—I'm very proud of him! And I work hard at school —I feel stupid when I get bad marks and I get angry with myself—I should work harder.You asked me how 1 feel about coming to China. Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I'm quite shy when I'm with strangers.I feel nervous when I speak Chinese, but I'll be fine after a few days. I'm always sorry when I do something wrong, so please help me do the right things when I'm with you in China! Oh, and I'm afraid of flying. But I'm very excited about coming to China!See you next week!Love Sally3 Match the questions with the paragraphs.1 What do you look like?2 What do you like doing?3 How do you feel when you ...?5 Answer the questions.How does Sally feel when she ...1 gets bad marks at school?2 leaves her mum and dad?3 is with strangers?4 speaks Chinese?5 does something wrong?6 flies?Learning to learnRemember that talking to other people is not just speaking and understanding the language. It's how you look, what you look like and what you do. Watch people on films as they talk to others in English. Do you do the same when you talk in Chinese?Unit 3 Language in useLanguage practiceThat smells delicious!It tastes too strong.It c/oesn 't smell fresh.It feels very soft and comfortable.She sounds really nice. And she looks very pretty.I Work in groups. Say what you like and don't like. Say why.I lovepizza. It tastes good.2 Complete the sentences with the correct form of the words in the box.feel look seem smell sound tasteI The milk fresh.2 My sweater comfortable.3 The room quiet.4 These lanterns beautiful!5 You angry.6 She nice.7 You happy.8 This pizza bad.6 Complete the conversation with some of the words in Activity 4.Jane: Hi Alex! How are you today?Alex: Great!Jane: You ( 1 ) very happy!Alex: Oh, yes. I am always happy when I've got a cake to eat. Here, have some. It really ( 2 ) delicious !Jane: Thanks. It certainly (3) very pretty, too. Mmm, you're right. It is nice. Alex: And another good thing is, my friend Ben is coming to stay.Jane: Oh, really? What (4) he like?Alex: He's really friendly and kind.Jane: What (5) he look like?Alex: Well, he's tall and thin.Jane: I'd like to meet him. Why don't we go out somewhere together?Alex: OK, good idea!9 Complete the passage with the words in the box.close friendly introduce look loudly meet noisy smile with Americans don't touch people a lot, but they shake hands with each other when they first( 1 ) or when they meet again. They (2) a lot and say "Let's have lunch",but they aren't being (3) --they're being polite. When two Americans are standing and talking, they don't stay too (4) to each other. If they meet some friends on the street while they are (5) someone else, it is polite to(6) the person. Americans (7) people in the eye, but they think it's rude to stare. Americans sound (8) because they speak (9) .l0 Write about how things feel, look, smell, sound and taste. Use the words in the box. beautiful comfortable delicious fresh great nervous nicenoisy quiet salty smart soft sour strong sweetMelons smell delicious. They taste sweet. They don't soft.The bus sounds noisy and the seats don't comfortable.Around the WorldGreetingsBritish people usually shake hands the first time they meet, and in formal meetings. Family members and good friends kiss when they meet, but men don't usually kiss other men. In informal situations, people just say "hello" to each other.。
初二MODULE 7 练习题一．单项填空( ) 1. We Chinese like to _____when we meet.A. shake handB. wave handsC. shake handsD. hold hands( ) 2. Thanks for ___ me such a great photo. You look pretty good.A. sendB. sentC. to sendD. sending( ) 3. What’s the matter _____ him?A. forB. withC. toD. from( ) 4.Lucy is angry ____ herself.A. atB. withC. offerD. to( ) 5.I am not good at English. So I am _____ of speaking in class.A. afraidB. shyC. excitedD. happy( ) 6. They never stare at others, ______?A. do theyB. can’t theyC. don’t theyD. does they( ) 7.She is tall and slim _____ short fair hair.A. hasB. haveC. withD. of( ) 8. This kind of music ____ beautiful.A. singsB. hearsC. listensD. sounds( ) 9. The woman can’t find her keys, so she looks ______.A. happyB. niceC. worriedD. sadly( ) 10. I ____very tired after running.A. feltB. tastedC. smeltD. sounded( ) 11. ____ you feel nervous when you speak to your teacher?A. AreB. IsC. DoD. Does( ) 12. ---_____ do you feel when you leave your mum and dad?---I feel a bit sad.A. WhatB. HowC. WhyD. When( ) 13.The teacher comes in. All the students stop _______.A. to talkB. talkingC. talkD. talks( ) 14._____ of my parents are workers.A. BothB. AllC. EveryD. Neither( ) 15. The old woman is quite ______ of her son’s success.A. prouderB. proudC. proudestD. the proudest( ) 16.Drinking milk can help __________ to keep healthy.A. usB. ourC. oursD. we( ) 17.—I haven’t seen Jack for three days .Is he ill?— His mother told me that he was in hospital.A．I am afraid so B．I hope not C．I don’t expect( ) 18.I knew there was _____ with my computer.A. something wrongB. wrong somethingC. anything wrong( ) 19.He is making a pizza __________ tomatoes and onions.A. forB. withC. in( ) 20.Daming seemed ______when he heard the news.A. surpriseB. surprisedC. surprisingD. a surprise二．完形填空（20分）Smiles and tears are part of life. But do you find enough time for 1 ? I’m not asking if you experience lots of good times. Of course, we should laugh during the happy times. But do you 2 laugh during the difficult times?Erma Bombeck is known for her funny books. But she wrote 3 about a more serious subject—cancer (癌症) in children. The book is titled, I WANT TO GROW 4 ，I WANT TO GROW UP. Erma talks with many children who 5 cancer and learns important lessonsfrom them. She learns, for example, that cancer survivors （幸存者）now how they should smile at life, though they are receiving chemotherapy(化疗).She tells about the experience of 6 Jessica. Jessica’s leg was cut off at the knee because of cancer. She was learning to wear a prosthesis (假肢). Jessica told about playing soccer. She hit the ball hard 7 her foot. The ball flew off in one direction(方向) 8 her man—made leg flew another way. Then the brave girl lay on the floor, laughing happily.As the saying goes, “There’s a time to cry and a time to laugh.” Do you find 9 time to laugh?You can.., if you find reasons to laugh during the difficult times. Survivors know 10 . If you can laugh even when you’re in trouble, you will make it. Remember, laugh and the whole world laugh with you. Cry and you cry alone!( ) 1. A. calling B. laughing C. crying( ) 2. A. either B. too C. also( ) 3. A. it B. one C. ones( ) 4. A. HAIR B. NAILS (指甲) C. GRASS( ) 5. A. has B. have C. had( ) 6. A. 15 years old B. 15-years-old C. 15-year-old( ) 7. A. in B. with C. under( ) 8. A. while B. whenever C. whether( ) 9. A. many B. plenty of C. a lot( ) 10. A. where to laugh B. who to laugh C. how to laugh三.阅读理解Mr. Smith had a week’s holiday, so he said, “I’m going to see the sea by train.” He put on his best clothes, took a small bag, went to the railway station and got into the train. He had a beautiful hat, and he often put his head out of the window during the trip and looked at the beautiful scenery. But suddenly the wind pulled his hat off.Mr. Smith quickly took his old bag and threw it out of the window, too. The other people in the train laughed. “Is your bag going to bring back your beautiful hat?” they asked.“No,” Mr. Smith answered. “But there is no name and no address in my hat, and there’s a name and an address on the bag. If someone finds both of them, he or she will send me the bag and hat.”( ) 1. Mr. Smith went to have his holidays for _____.A. nine daysB. half a monthC. seven daysD. eight days( ) 2. Mr. Smith put his head out of the window to _____.A. see the beautiful sceneryB. say goodbye to his friendsC. throw his hat out of the windowD. say hello to the people outside( ) 3. Mr. Smith is going to _____ during his holidays.A. visit his friendsB. see his parentsC. enjoy himself in the trainD. see the sea( ) 4. Why did Mr. Smith throw his old bag out of the window? Because _____.A. he hoped someone would find his bagB. he hoped someone would send back his bag and hatC. he hoped his bag would bring back his hatD. he hoped the people in the train would laugh( ) 5. From the passage we can see that Mr. Smith was a _____.A. clever manB. rich manC. foolish manD. poor man四.根据句意和词首字母提示完成单词。
