外研版初中英语八年级下册全册教案.doc

外研版八年级下英语全册教案按住Ctrl键单击鼠标打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)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。 (2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。2、难点： (1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语) (2)、英语简单句的五种基本句型和There be句型。Module 1 HobbiesPeriod 1: Listening and Vocabulary &Pronunciation 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 students 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 ? 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，谈论假期生活，逐步引入主题，并导入部分新单词和词组。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 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猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，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 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提高学生听的能力。Step 4 Listen and read (13) 1. Show the following.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 some 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，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。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：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人”的活动中，加强目标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 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 following: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，完成寻找好友这一任务，让学生运用有关“兴趣爱好”句型，在用中巩固。非单调地反复，而是有意义地使用，体现“做中学”的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，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. 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 about 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 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：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，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：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。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 special 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，并注意培养学生在阅读过程中掌握浏览、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 during 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 future.(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，旨在使学生掌握篇章是的细节信息，并通过正误判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 following questions:设计意图：听录音，意在防止和纠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?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，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。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：最后就David是否应继续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，也可以此联系到“韩寒”现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。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 &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 do 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 做好准备。Step 2 Writing sentences (6) Look at the sentences of Activity 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，加强对目标语的操练，提高目标语运用的正确性，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 survey. 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，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。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 for studyBad for studyGood for healthBad for health设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，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/ teachers/ parents)设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。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: /ebi/article-202069Some famous proverbs: 设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，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 your 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: Formal 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 , 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巩固，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.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： 采用预测等听力技巧，提高听力的有效性，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 many 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 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，使学生能在一定的情景中操练目标语，并提高目标语使用的正确率，再由句子与语篇，层层递进，使不同程度的学生都能较好的掌握目标语。Step 4 Funny Time (6) Sentence making. (1). Read the sentence: They sent him letters.(2). Ask to make similar sentences with “ show, give, 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使用，把语法点的操练融于无意识之中，先帮助学生S + V + IO + DO，和S + V + O + OC这两种比较难掌握的句型有一个理解，为学生掌握简单句基本句型降低难度。 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 words 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 + 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 to present the sentences on the Bb.设计意图： 采用归类比较的方法，使学生更加明了的掌握句子的不同成份。在提供句式的基础上供学生仿写，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 新标准英语采用发现式语法学习法: 呈现-提问-发现-总结, 培养学生自主学习的能力。宾语从句是初中阶段较难掌握的，在JEFC教材中出现在九年级，现提早了一个学期，所以难度较大。这需要老师很好地设计课堂教学活动。 2. 本模块以友谊为话题, 通过听力、对话和阅读材料的学习介绍了宾语从句。友谊是同学们较为感兴趣的话题，也与他们自身经历相关。借助友谊展开话题讨论, 同时培养学生关爱他人的情感。二.教学目标1. 语言技能目标: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谊。读：能读懂阅读文章，理解语篇主题和细节。 写：能用宾语从句来写与友谊有关的短文。2. 语言知识目标: 1) 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。2) 能够理解下列单词和词组：a couple of, junior high school3) 能够正确使用本模块中出现的四会词及短语。3. 情感态度目标:1) 通过对友谊的交流，掌握如何与他人交朋友，理解自己生活中情感影响的重要性。2) 引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。4. 学习策略目标: 1) 自主学习 能够结合个人的情况预习教材和拓展。2) 合作学习 能够与同学交流学习心得体会，共享学习策略。3) 通过合作讨论、游戏、竞赛等多种活动形式，体现在用中学，学而能用的原则。4) 能利用网络上的学习资源查找信息，用所学内容进行真实交际。三.教学重点与难点教学重点: 正确运用宾语从句描述友谊。 教学难点: 宾语从句的引导词、语序及时态。四.突破途径1. 利用多媒体, 让学生在歌声中感受语言，在轻松愉快的video欣赏中输入语言，在合作学习、游戏、竞赛等活动中巩固语言。2. 整合教材, 对教材的内容进行适当的补充、删减、调序。以话题为核心,设计多种任务活动，把知识点化难为易。将知识不断滚动、内化和外延。3. 注重评价方式和鼓励措施，创建并使用学生“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 blanks 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与新授知识有关的轻松活泼的歌曲 Where are you from? 既是为了活跃课堂气氛，激发学生的学习兴趣, 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 联系学生生活实际，体现用中学原则。用地图操练巩固目标句型-that引导的宾语从句。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 通过谈论熟悉人物 Sally, 进一步加强目标语的操练。同时，相互交流和帮助又培养了合作精神。 Step 4 Presentation 1. Free talk2. Listen and find out: (事先交代情景: Anns classmate Bill called Ann. But Ann wasnt in. Anns mother answered the phone.)Expressions of making telephone calls:设计意图 新语言项目在情景中自然呈现，通过多媒体演示, 比较中、英文打电话的不同用语，引导学生判断、总结, 从而达到理解、学习并运用语言的目的。充分体现了学习的过程。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 10-2)3. Make a telephone call.Mr. Wang telephoned Father. But Father wasnt in. You answered the telephone. （用两只电话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提高学生听的能力，在尽可能真实的情景中巩固打电话用语。 Step 6 Presentation Why does Sally call Chen Huan?设计意图 激发求知欲望。顺利进入新课的学习。Step 7 Listening and reading: (Turn to Page 10-3)1. Listen and answer the questions:2. Read and answer (必须用宾语从句回答)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，层层推进，重视对学生学习能力和技巧的培养。Homework1. Listen and read after the tape for 15 minutes.(P10-3)2.通过因特网等途径课前收集有关运动员刘翔的资料。3.给好朋友打个电话,告诉他/她你喜欢做什么。设计意图 1.英语是一门语言，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，掌握得更加牢固。2. 让学生学会一切可利用的资源来获取更多的学习信息。学习活动由课堂向课外延伸。Period 2 Review Unit 1 and finish Unit3 ( 2,3,4,5)（教师准备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，既培养学生在语境中理解、识记单词的能力，又为新课的学习起到较好的铺垫作用。 3. Funny time教师准备好一个抽奖箱，箱子里事先放入一些写有活跃气氛的简单句的纸条。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知识。Step 2 Presentation Interview your teacher假设10年后，你参加工作，当了一名记者， 回来看望老师。学生自由向老师提问, 老师重复学生的问题, 很自然地引出新知识-疑问句的宾语从句。 eg.S1: Miss Ni, do you still like teaching English?T: S1 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交流到生生交流的原则，在体现学生自主学习的同时，注重教师的示范作用。Step 3 Practice eg. Please help the old granny. Something is wrong with her hearing. 设计意图 1） 在学新知识时, 适当的机械操练是十分必要的。特别是对部分语言能力相对较弱的学生来说，在机械操练中体会、琢磨并理解新知识是很有效的。2） 德育渗透，融思想教育于语言教育，培养学生尊敬老人，助人为乐的精神。2回到课本Read Activity 3 again and find what Chen Huan asks.3Pair work 谈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，最后拓展到课外。FromShanghaiBirth1983.7.13Height1.88mWeight74kgSports110m hurdles Step 4 Talk about Liu Xiangeg. S1：Liu Xiang was born in Shanghai.S2: What 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动员刘翔的照片。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 展示学生熟悉的、崇拜的人物的照片， 激发学生的学习兴趣。由于是学生崇拜的人物，因此学生也更乐于参与到英语学习中来。此活动在提高学生积极性的基础上，培养了他们团结协作的精神，当然也非常巧妙地让学生在活动中操练语言，巩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(记者招待会). 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造力，培养学生用英语思维的能力，实现了学以致用的目的。能充分发挥学生的主体意识，培养学生收集信息的能力。能扩大学生