外研版初中英语八年级下册全册教案.docx

1、外研版初中英语八年级下册全册教案(此文档为word格式，下载后您可任意编辑修改！)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: Lis

2、tening 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 ab

3、out ones （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 this way show the new words “stamp, doll, fan”.3. Talk about the and complete the chart.3. Listen to the tap

4、e again and answer the questions about the tape. Why does Tonys mum want and read (13) 1. Show the following.Linglings . 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 conversati

5、on together loudly. Show some comprehension questions. What does Lingling need to do? And why? What made Sally so interested in music? When did Sally 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

6、。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 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 the

7、 group like following:4. Make sure the one who about . (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. O

8、ral 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

9、, 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 reading.(2). Improve the students reading ability to understand the passage. 3. Attitudes: We should establish g

10、ood each 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 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

11、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 ( 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 o

12、f 2000. (T) There was a professional writer on the camp. (T) David wrote a story about senior 2003. (T) His book was very popular. (T) Writing was 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

13、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 toge

14、ther loudly.2. Discuss the following questions in groups. What should we learn from Davids attitude towards 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 yo

15、ur own 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 about the changing of different time. 3. Attitudes: Saying goodbye to the bad or unhealt

16、hy and Interactive approach and do some exercises.Teaching Aids: Multi-Media (Tape recorder, video, OHP, (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. R

17、ewrite 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 as an example.( Substitute the underlined parts as they wish)Write a sh

18、ort passage called “My classmates (8) List the 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 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

19、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 the difference of some the past.Discuss what we can learn from these the past.A useful website: groups and put on the board as an exhibition in the class.2 Oral work: Read the passage of Davids special your ow

20、n 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

21、instruction and task-based approach and interactive practice.Teaching Aids: Multi-Media (video, OHP, (5) Retell the passage of Davids special as senior 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 ques

22、tions 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 th

23、e 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 fir

24、st. (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 : S + V + O +

25、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

26、 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 phra

27、se 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 bel

28、ongs 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

29、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

30、式。2) 能够理解下列单词和词组：a couple of, junior 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 you tell me where youre from?Step 2 Pair work1. Where are you from? 2.Where is your good f

31、riend 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