外研版初中英语八年级下册全册教案

1、按住Ctrl键单击鼠标翻开视频动画和单词音频朗读mp3播放Module 1 Hobbies一、 重点难点1、 重点：(1)、通过议论爱好及爱好训练学生的听、说、读、写实力，驾驭运用简洁句表达爱好爱好以及对爱好爱好的简洁评析。 (2)、理解句子根本成份(主语，谓语，干脆宾语及间接宾语，宾语补足语，表语，状语)。2、难点： (1)、句子成份的辨析(主语，谓语，干脆宾语及间接宾语，宾语补足语，表语，状语) (2)、英语简洁句的五种根本句型和There be句型。Module 1 HobbiesPeriod 1: Listening and Vocabulary &Pronunciation

2、and SpeakingTeaching Aims and Demands:1. Language knowledge:Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview2. Listening skill: To understand conversations involving talking about ones hobbies. Improve the student

3、s listening ability.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Warming up and lead in （2）1. Greeting. Talk about the winter vacation. How was your winter vacations? What did you do during the vacation? Are you interested in ? What did your father/ mother often do ?

4、Did he / she do it all the time? So his / her hobby is to .设计意图：寒假回校第一节课，从学生的寒假生活入手，议论假期生活，逐步引入主题，并导入局部新单词和词组。Step 2 Listing (5) 1. List the hobbies of the family members.2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.3. Talk about the hobbies: Which hobby

5、 is expensive? Which hobby takes up the least space? Which hobby is good for us students? Which hobby do you like best?设计意图：通过列举家庭成员和揣测教师的爱好爱好，完成新单词的教学。对爱好爱好的简洁问题，既对列举的局部爱好爱好有一根本的评价，也为下面的听力作好铺垫。Step 3 Listening (5)1. Read the chart and predict Tonys hobbies.2. Listen and complete the chart.3. Listen

6、 to the tape again and answer the questions about the tape. Why does Tonys mum want him to tidy up his room? Whose hobby is expressive? Which hobby do you think takes up the least space?4. Call back the answers from the whole class.设计意图：在常规听力练习中进一步进步学生听的实力。Step 4 Listen and read (13) 1. Show the fol

7、lowing.Linglings hobby musicDamings hobby fansSallys hobby going to Radio BeijingSallys plan. tickets2. Listen to the tape of the conversation and match. (Activity 4)3. Listen and repeat the conversation.4. Get to write down the answers in Activity 4.5. Read the conversation together loudly. Show so

8、me comprehension questions. What does Lingling need to do? And why? What made Sally so interested in music? When did Sally have her first violin lesion? What is Sally going to Radio Beijing to do?6. Read in a group of 3.设计意图：通过对话的听读操练，增加对目的语的输入，在大输入量的根底上，为后续的输出做打算。匹配题和问题的设置扶植学生能较好的完成Activity4&5。

9、Step 5 Whos who? (4) 1. Ask the Ss to choose a character from the conversation.2. Work in pairs, get each of them to find out which character his / her partner selects.设计意图：通过不同角色的揣测，让学生运用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目的语的训练和加大语言的输入和输出量。Step 6 Who is my good friend in the group? (10) 1. Divide

10、 the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers. 2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.3. Make conversations with the ones in the group like followin

11、g:4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs) 设计意图：通过小组内对话，完成找寻好友这一任务，让学生运用有关“爱好爱好”句型，在用中稳固。非单调地反复，而是有意义

12、地运用，表达“做中学”的理念。通过让学生口头报告自已好友这一活动，让学消费生有意义的输出，并使语言的运用最终落实于篇章之中。Homework 1. Write a composition about your good friend.2. Oral work: Read the conversation of Activity 3.3. Finish Activity 6 on page 8.Period 2: Vocabulary and readingTeaching Content: Vocabulary and reading Teaching Aims and Demands:1.

13、Language knowledge:New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should2. Reading skill: (1). Get information ab

14、out ones hobbies in reading.(2). Improve the students reading ability to understand the passage. 3. Attitudes: We should establish good hobbies.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Step 1 Guessing Game (6) 1. Show part of many pictures of different kind

15、of hobbies and ask the Ss to guess what hobby it is.2. While guessing, make simple comment on each hobby, like: I like mountain biking because it is exciting.Many teenagers like reading. Because they think it is useful and relaxing.设计意图：利用学生所宠爱的揣测嬉戏，将学生导入篇章学习，激发学生对篇章的宠爱，同时对不同的爱好爱好作简洁评述，将生词教学放入适当语境之中

16、，训练学生对生词的揣测技能，也为后续的篇章教学扫除词汇障碍。Step 2 Talk abut the hobbies (2) 1. Work in pairs, talk about the pictures.设计意图：通过半限制性的两人小组活动，进一步让学生操练对不同的爱好爱好的评价，同时对生词行必要的稳固。Step 3 Scanning and skimming (2) 1. Get the Ss to read the passage as quickly as possible.2. Find out: Whose is the special hobby?What is the sp

17、ecial hobby?3. Call back the answers from the whole class.设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并留意培育学生在阅读过程中驾驭阅读、跳读等阅读技巧。Step 4 Reading for specific information ( 5) 1. Present some true or false questions about detailed information from the passage. David Smith likes writing.(T) He learned writing duri

18、ng a summer camp of 2000.(T) There was a professional writer on the camp.(T) David wrote a story about his life in senior high school.(F) Davids first book came out in 2003.(T) His book was very popular.(T) Writing was his only hobby in his free time.(F) David decided to write more books in the futu

19、re.(F)2. Read the passage by themselves. And ask to finish the true or false exercises.3. Check the answers with the whole class.设计意图：第二次阅读，旨在使学生驾驭篇章是的细微环节信息，并通过正误推断题来检查学生对篇章的初步理解程度。Step5 Reading for comprehension (15) 1. Get the Ss to listen and repeat the passage simultaneously.2. Present the foll

20、owing questions:设计意图：听录音，意在防止和订正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。Step 6 Reading for further comprehension (5) 1. Get the Ss to read the passage together loudly.2. Discuss the following questions in groups. What should we learn from Davids attitude towards his hobby? Why do people usually have hobbies?

21、3. Share the ideas.设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，扶植学生深层次的理解篇章的主旨，并结合自身，进展拓展。Step 7 Debate (5) 1. Divide the Ss into two groups.2. Debate: Do you think David should write more books in the future? Group A For the opinion Group B Against the opinion设计意图：最终就David是否应接着他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可

22、以此联络到“韩寒”现象所引起的盲从，引导学生理性地对待个人的爱好爱好。Homework 1. Write a short passage. Introduce your own hobby and what it has brought to your life.2. Complete Activity 3 on page 7.3. Oral work: Read the passage.Period 3: Writing, Around the world &Module TaskTeaching Content: Writing & Around the world &am

23、p;Module Task Teaching Aims and Demands:1. Writing skill: Write about ones hobby. Improve the students writing ability.2. To learn about the changing of hobbies in different time. 3. Attitudes: Saying goodbye to the bad or unhealthy hobbies. Learning strategiesTop-down and Interactive approach and d

24、o some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)Teaching Procedures:Step 1 Revision (5) 1. Brain storming. Present the questions one after another.设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好打算。Step 2 Writing sentences (6) Look at the sentences of Ac

25、tivity 6. Rewrite the sentences using “as well as, such as, or as a result”. Write new sentences according to the examples individually.4. Share the sentences in pairs.设计意图：通过对句子的仿写和造句，加强对目的语的操练，进步目的语运用的正确性，为后面的书面表达做铺垫。Step 3 My classmates hobbies (5) Choose a partner from a different group.Make a s

26、urvey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)Write a short passage called “My classmates hobby”. Use “as well as, such as or as a result”. 设计意图：围绕中心话题，用两人对话的形式，就个人的爱好爱好作进一步的理解，列举尽可能多的爱好爱好，

27、进步目的语运用的娴熟程度。Step 4 Hobbies Recognition (8) List the hobbies the Ss mentioned in their compositions or that they often see on the board.Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)Classify the hobbies individually.For adultsFor teenagersCreativeSkillfulGood

28、for studyBad for studyGood for healthBad for health设计意图： 利用教材资源，就学生真实的状况开展探讨，对爱好爱好作再相识，进步语言运用的真实性，也为完成模块任务作好铺垫。Step 5 Module taskSaying goodbye to bad hobbies (10) A letter of sponsorship-Saying goodbye to bad hobbies. Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teacher

29、s/ parents)设计意图：通过对已列举的爱好爱好的分类，对有关的爱好爱好做出甄别，通过给不同的对象写建议信的形式，提出对爱好爱好的正确有价值取向，辞行陋俗。Step 6 Around the world (5) Read the passage “An interest in history”.Mention the difference of some hobbies in the past.Discuss what we can learn from these hobbies in the past.A useful website: :/britannica/ebi/articl

30、e-202069Some famous proverbs: 设计意图：通过对人们爱好及爱好的变迁，引导学生正确对待过去的生活，理解过去的文化，汲取传统文化的精华，弘扬具有民族精神的优秀的传统文化。Homework 1 Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.2 Oral work: Read the passage of Davids special hobby and get ready to retell the passage in you

31、r own words.Period 4: Language in useTeaching Content: Language in use Key structures: Teaching Aims and Demands:1. To understand the sentence components . (难点）2. To practice the new vocabulary and expressions. (重点)3. To write simple sentences with the five sentence patterns.Learning strategies: For

32、mal instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (video, OHP, handout)Teaching Procedures:Step 1 Revision (5) Retell the passage of Davids special hobbies. Using the words given as hints.hobbies, such as, relaxing, creative, interesting, useful, make you ,

33、develop your., help you, a special hobby, as well as, a professional writer, in senior high school, in 2003, difficult to remember, should try to 设计意图：通过对课文内容的复述，进一步对课文内容和语言点的稳固，并使语言点的运用落实在篇章之中，使运用更具意义。 Step 2 Listening (6) Predict. Read the five questions of Activity 7 on page 8. Predict the answer

34、.Listen to the tape and choose the right answers.Listen again to check.Call back the answers from the whole class.Hand out the listening material. Read.设计意图： 采纳预料等听力技巧，进步听力的有效性，对听力材料的朗读，增大语言的输入。Step 3 Complete the sentences and passage (10) Look at the answers to the listening practice and make as m

35、any sentences as possible to complete the sentencesComplete the sentences with the words in the box. (1). Pair the Ss to check with each other.(2). Share the answers in the class.3. Get the Ss to conduct Activity 5 on page 8. (1). Read the passage first.(2). Ask to complete it with the words in the

36、box individually.(3). Call back the answers from the whole class.(4). Read the passage.设计意图：利用续写句子，使学生能在确定的情景中操练目的语，并进步目的语运用的正确率，再由句子及语篇，层层递进，使不同程度的学生都能较好的驾驭目的语。Step 4 Funny Time (6) Sentence making. (1). Read the sentence: They sent him letters.(2). Ask to make similar sentences with “ show, give,

37、buy, tell, bring” etc.(3). Funny time: Each group choose a part of a sentence to form a complete one.(4). Make sure: S + V + IO + DO 2. What makes us happy?(1). Brainstorming (2). Get to know the sentence pattern: S + V + O + OC设计意图： 利用Funny Time的活动以及造句练习，侧重于学生对句型的运用，把语法点的操练融于无意识之中，先扶植学生S + V + IO +

38、 DO，和S + V + O + OC这两种比拟难驾驭的句型有一个理解，为学生驾驭简洁句根本句型降低难度。 Step 5 Language practice (12) 1. Read through the examples with the Ss.2. Classify the sentences (1). sb be(2). There be(3). Sb + V + sth.(4). sb + V .(5). sb + V + sb +sth/ sb + V + sth to sb.(6). sb + V + sb to do sth3. Ask the Ss to put the wo

39、rds and phrases in the correct order according to the sentence patterns given above individually.4. Check the answers with them.5. Make sure the part of speech in each sentence.(1). sb be S + V + P(2). There be + n. + prep phrase There be + S + adverbial (3). sb does sth. S + V + O(4). sb does. S +

40、V(5). sb does sb sth / sb does sth to sb.S + V + IO + DO (6). sb does sb to do sthS + V + O + OC6. Write similar sentences with the models of Activity 2.(1). Read the sentences first and make sure which sentence patterns each belongs to.(2). Write similar sentences.(3). Share in pairs and ask some t

41、o present the sentences on the Bb.设计意图： 采纳归类比拟的方法，使学生更加明了的驾驭句子的不同成份。在供应句式的根底上供学生仿写，发挥学生的自主性，也保证了正确性。Homework Finish off workbook exercises.Self -assessment on page 103.Module 2 Friendship一. 教材分析1 新标准英语采纳发觉式语法学习法: 呈现-提问-发觉-总结, 培育学生自主学习的实力。宾语从句是初中阶段较难驾驭的，在JEFC教材中出如今九年级，现提早了一个学期，所以难度较大。这须要教师很好地设计课堂教学活动

42、。 2. 本模块以友情为话题, 通过听力、对话和阅读材料的学习介绍了宾语从句。友情是同学们较为感爱好的话题，也及他们自身经验相关。借助友情绽开话题探讨, 同时培育学生关爱别人的情感。二.教学目的1. 语言技能目的:听：能听懂用宾语从句表述的意义。 说：能运用不同宾语从句来询问和表达友情。读：能读懂阅读文章，理解语篇主题和细微环节。 写：能用宾语从句来写及友情有关的短文。2. 语言学问目的: 1) 能利用宾语从句探讨及友情有关的话题。正确运用宾语从句的三种句式。2) 可以理解下列单词和词组：a couple of, junior high school3) 可以正确运用本模块中出现的四会词及短语

43、。3. 情感看法目的:1) 通过对友情的沟通，驾驭如何及别人交挚友，理解自己生活中情感影响的重要性。2) 引导学生及别人合作，互相扶植，共同完成学习任务，尽情享受学习的乐趣。4. 学习策略目的: 1) 自主学习 可以结合个人的状况预习教材和拓展。2) 合作学习 可以及同学沟通学习心得体会，共享学习策略。3) 通过合作探讨、嬉戏、竞赛等多种活动形式，表达在用中学，学而能用的原则。4) 能利用网络上的学习资源查找信息，用所学内容进展真实交际。三.教学重点及难点教学重点: 正确运用宾语从句描绘友情。 教学难点: 宾语从句的引导词、语序刚好态。四.打破途径1. 利用多媒体, 让学生在歌声中感受语言，在

44、轻松开心的video观赏中输入语言，在合作学习、嬉戏、竞赛等活动中稳固语言。2. 整合教材, 对教材的内容进展适当的补充、删减、调序。以话题为核心,设计多种任务活动，把学问点化难为易。将学问不断滚动、内化和外延。3. 留意评价方式和鼓励措施，创立并运用学生“成长档案袋”。五.   教学过程Period 1 Unit1 Can you tell me where youre from?Step 1 Warming up and Leading-in 1. Lets sing the song “Where are you from?” 2. Fill in the blank

45、s according to the song.eg. 1) Tony sings that hes from China ( 一共4句)设计意图 在学生进教室时播放一首及新授学问有关的轻松活泼的歌曲 Where are you from? 既是为了活泼课堂气氛，激发学生的学习爱好, 又是为了能很快进入主题Can you tell me where youre from?Step 2 Pair work1. Where are you from? 2.Where is your good friend from?设计意图 联络学生生活实际，表达用中学原则。用地图操练稳固目的句型-that引导的

46、宾语从句。Step 3 Group work1. Say something about my good friend Sally.2. Report S1has heard that SallyS2knows that SallyS3says that SallyIthink that Sally设计意图 通过议论熟识人物 Sally, 进一步加强目的语的操练。同时，互相沟通和扶植又培育了合作精神。 Step 4 Presentation 1. Free talk2. Listen and find out: (事先交代情景: Anns classmate Bill called Ann.

47、But Ann wasnt in. Anns mother answered the phone.)Expressions of making telephone calls:设计意图 新语言工程在情景中自然呈现，通过多媒体演示, 比拟中、英文打 的不同用语，引导学生推断、总结, 从而到达理解、学习并运用语言的目的。充分表达了学习的过程。Step 5 Practice1. Listen and find out how many people you hear. (Turn to page 10-1) 2 . Listen and number the order. (Turn to page

48、 10-2)3. Make a telephone call.Mr. Wang telephoned Father. But Father wasnt in. You answered the telephone. （用两只 机让学生在课堂上表演）4. U3 Activity 5, 2, 3, 4设计意图 在常规听力练习中进一步进步学生听的实力，在尽可能真实的情景中稳固打 用语。 Step 6 Presentation Why does Sally call Chen Huan?设计意图 激发求知欲望。顺当进入新课的学习。Step 7 Listening and reading: (Turn

49、to Page 10-3)1. Listen and answer the questions:2. Read and answer (必需用宾语从句答复)3. Read and check ()the true sentences. (Turn to Page 11-4)设计意图 听读两方面入手，由易到难，层层推动，重视对学生学习实力和技巧的培育。Homework1. Listen and read after the tape for 15 minutes.(P10-3)2.通过因特网等途径课前搜集有关运发动刘翔的资料。3.给好挚友打个 ,告知他/她你宠爱做什么。设计意图 1.英语是一门语

50、言，而语言是用来交际的。只有多听、多读，才能让我们的英语说得更加流利，驾驭得更加坚固。2. 让学生学会一切可利用的资源来获得更多的学习信息。学习活动由课堂向课外延长。Period 2 Review Unit 1 and finish Unit3 ( 2,3,4,5)（教师打算两只话筒和一个抽奖箱。）Step1 Revision 1. Match the words with their meanings.2. Ask and answer the questions about the words in the box. (Turn to p11-5) 设计意图 由单词的复习过渡到句子的复习，

51、既培育学生在语境中理解、识记单词的实力，又为新课的学习起到较好的铺垫作用。 3. Funny time教师打算好一个抽奖箱，箱子里事先放入一些写有活泼气氛的简洁句的纸条。两个学生一起上去，一个在箱子里抽取一张纸条，大声读。另一个学生重复。让学生们在笑声中复习学问。Step 2 Presentation Interview your teacher假设10年后，你参与工作，当了一名记者， 回来探望教师。学生自由向教师提问, 教师重复学生的问题, 很自然地引出新学问-疑问句的宾语从句。 eg.S1: Miss Ni, do you still like teaching English?T: S1

52、 wants to know if I still like teaching English. Im glad to tell you that I like teaching English very much. 设计意图贯彻从师生沟通到生生沟通的原则，在表达学生自主学习的同时，留意教师的示范作用。Step 3 Practice eg. Please help the old granny. Something is wrong with her hearing. 设计意图 1） 在学新学问时, 适当的机械操练是特别必要的。特殊是对局部语言实力相对较弱的学生来说，在机械操练中体会、琢磨并理

53、解新学问是很有效的。2） 德育浸透，融思想教化于语言教化，培育学生敬重老人，助人为乐的精神。2回到课本Read Activity 3 again and find what Chen Huan asks.3Pair work 议论学生自己的的爱好。设计意图 由易到难：从机械操练到课内语言重复再到学生实际问答，最终拓展到课外。FromShanghaiBirth1983.7.13Height1.88mWeight74kgSports110m hurdles Step 4 Talk about Liu Xiangeg. S1：Liu Xiang was born in Shanghai.S2: Wh

54、at does S1 say?S3: He/she says (that) Liu Xiang was born in Shanghai. Step 5 Group work 1.  DiscussWhat else would you like to ask Liu Xiang? 屏幕上是滚动出现的有关运发动刘翔的照片。2. ReportIn our group S1 wants to know if Liu Xiang . S2 asks whether he . S3 wonders wh. I would like to know if设计意图 展示学生熟识的、崇拜

55、的人物的照片， 激发学生的学习爱好。由于是学生崇拜的人物，因此学生也更乐于参及到英语学习中来。此活动在进步学生主动性的根底上，培育了他们团结协作的精神，当然也特别奇妙地让学生在活动中操练语言，稳固了本模块的主要句型。Step 6 A Face-to-face Interview Suppose Liu Xiang has come to Jinhua. You are a reporter from Radio Zhejiang. Now there is a press conference(记者款待会). Try to make a face-to-face interview with Liu Xing.设计意图 设计采访活动能激发学生的想象力和创立力，培育学生用英语思维的实力，实现了学以致用的目的。能充分发挥学生的主体意识，培育学生搜集信息的实力。能扩高校生的学问面，并在完成作业过程中增加对名人、对民族英雄的敬佩之情，进而产生学习名