Module 12 Help
Unit 1 What should we do before help arrives?
【教学目标】
●Knowledge objective
1.To understand the conversation in relation to accidents.
2.To get specific information from the listening material.
3.To talk about and understand the imperative sentences.
●Ability objective
Enable students to listen to and talk about things that could/can/must happen.
●Moral objective
Get the students to know about how to deal with the accidents.
【教学重点】
New words and expressions
Learn the usage of imperative sentences.
【教学难点】
Grasp the phrases and important sentences.
【教学方法】
PWP method, task-based method and interactive approach
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Warming up
Ss look at the pictures and fill in what we can do when we see someone in danger.
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students to say the new words as quickly as possible.
Step 3 Talk in pairs
Let Ss look at the pictures and talk about the pictures by using the words and expressions in the box to help you.
Step 4 Listening
Listen and check what the pictures are about.
Step 5 Talking
Look at the picture and talk about it in groups.
Step 6 Listening
Listen to the dialogue and answer the questions.
1.Where is the boy lying?
He is lying at the bottom of the stairs.
2.Do they lift him up?
No, they don’t.
Step 7 Read the dialogue and answer the questions
1. Could he have trouble hearing or speaking?
Yes, he could.
2. Is it good idea to shout for help or call 120?
Yes, it is.
3. How does Betty cover the boy?
She covers him with a coat.
Step 8 Read these first aid suggestions and decide if they are good ideas or bad ideas Read the passage carefully and tell if they are good or bad ideas and draw answers from the Ss.
1. Ask the boy what is wrong.
2. Get help.
3. Shout so the boy can hear you.
4. Move the boy to a more comfortable place.
5. Make sure the boy is warm.
Step 9 Complete the passage
Read the passage to get the main idea and then choose the right words, at last use the correct form of the words to fill in the blanks.
Let’s (1)________ you see a boy lying at the (2)_______ of the stairs. What should you do? Call for (3)________ help immediately. Do not (4)____ the boy up and sit him on a chair. This
could be (5)________ for him.
Even worse, you might (6)______ him while you are moving him! That would cause a lot of (7)______. (8)_______ him with a coat and make sure he is warm. Then wait for the doctors to arrive.
Keys: imagine, bottom, medical, lift, harmful, drop, pain, Cover
Step 10 Everyday English
What do we do to ...?
How do we do that?
How can we do that?
Step 11 Language points
1. A boy is lying at the bottom of the stairs.
at the bottom of 在…...的底部
e.g. A village lies at the bottom of the hill.
2. He is in pain.
in pain 处在疼痛之中
e.g. Are you still in pain?
3. First of all, find out what’s wrong with him.
first of all 首先
e.g. First of all, let me tell you the news.
find out 弄明白，搞清楚，查明......
e.g. Did the teacher find out who broke the door?
What’s wrong with …? …...怎么了
e.g. -- What’s wrong with the boy?
-- He broke his leg.
4. But he could have trouble hearing you or speaking to you.
句中的could表示推测。
e.g. You could be right.
have trouble doing sth. 做…...有困难
e.g. Maria has trouble finding a job and is still staying at home.
5. Lift him up and sit him on a chair?
lift up 抬起，提起。要把代词放在中间。
e.g. We’ll have to lift up the car to get her out.
6. Make sure he’s warm.
make sure 确保，保证
e.g. Make sure you turn off all the lights before you go out.
7. That’s such good advice that you could be a doctor, Betty!
such ... that ... 这个句型表达“如此......以至于......”的意思，such后面接名词，名词前可以有形容词修饰。如果只有形容词或副词，则要使用so ... that ... 这一句型。
e.g. It is such a tiny kitchen that only one person can cook in it.
They are such nice people that we all like them.
He was so weak that he could hardly stand up.
Everything happened so quickly that I hadn’t time to think.
Step 12 Listening
1.Listen and underline the words the speaker stresses.
1. Let’s imagine an accident.
2. What can we do to help him?
3. Find out what’s wrong with him.
4. Make sure he’s warm.
5. Cover him with a coat.
2.Now listen again and repeat.
Step 13 Work in pairs
Student A: You are a teacher of basic medical training.
Student B: You are a student of basic medical training.
— What do you do if some one’s hurt?
—Ask him/her what happened …
Step 14 Grammar
The use of the imperative sentence.
一、定义：
祈使句表达说话人对对方的叮嘱、劝告、希望、禁止、建议、请求或命令等。
二、祈使句的特征：
以动词原形开头，无时态和数的变化。
三、祈使句的句型：
1. 动词原形构成的祈使句
通常省略主语you，谓语动词用原形。否定句由don’t 或never 开头。祈使句的句首或句末有时加please。
2. let 构成的祈使句
由“Let + me/us/him/her + 动词原形”构成。这类祈使句往往用于请求允许（let us）或提出建议（let’s）。例如：
Let’s spend this weekend in the countryside.
Let him be here by ten o’clock.
3. 无动词祈使句
在请求，命令和口号中，常用无动词祈使句，它实际上是省略了动词，从而使语句更简洁有力。例如：
Just a minute, please!
在一些指示牌上，常用“No + 动名词/名词”构成省略的否定祈使句。例如：No smoking! Step 15 Exercises
1. —Put some butter on a slice of bread and add a teaspoon of butter. What else?
—Next _____ some tomatoes.
A. cut up
B. cuts up
C. to cut up
D. cutting up
2. —S orry I’m late.
—_____ tell me the bus broke down again!
A. Never to
B. Not
C. Don’t
D. No
3. _____ wake up your sister, Ben. She needs a good sleep.
A. Don’t
B. Doesn’t
C. Aren’t
D. Can’t
4. _____ carefully, Michael! There’s a school ahead.
A. Drive
B. To drive
C. Drove
D. Driving
5. “_____ run in the hallways, Mike.” “Sorry,Ms Clark.”
A. Don’t
B. Please
C. Let’s
Keys: A, C, A, A, A
Step 16 Homework
编写一个关于first aid的对话，字数50词左右。
Unit 2 Stay away from windows and heavy furniture.
【教学目标】
●Knowledge objective
1. To get information from the reading passage in relation to an earthquake.
2. To write about an earthquake.
●Ability objective
Write about an earthquake using the imperative sentences.
●Moral objective
Get the student to know about how to save their lives in an earthquake.
【教学重点】
How to use must/can/could to tell the possibility
【教学难点】
To understand the article in detail
【教学方法】
PWP method, task-based method
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Revision and Warming up
Look at the pictures and let Ss answer the questions.
Step 2 Consolidate new words
Look and say. The teacher shows the pictures of new words and let the students say as quickly as possible.
Step 3 Ask and answer the questions
Look at the pictures and answer the questions in pairs.
Step 4 Look at the title of the passage and think about what to do in an earthquake
1.Look at the pictures.
2.Think about what to do in an earthquake.
Step 5 Listening
Listen to the passage and answer the questions.
Is it difficult to warn people about an earthquake?
Step 6 Look and say
Look at the picture and say what they’re doing in the earthquake.
Step 7 Reading
First let the Ss read the sentences carefully and then decide if the following actions were good or bad according to the passage.
When the earthquake started …
1 … I hid under a table.
2 … Sam sat on his desk.
3 … Alice ran out of the building.
4 … Peter and Helen stayed in their car.
5 … my family and I moved away from the beach.
Keys: √××√√
Step 8 Answer the questions
Use the words and expressions in the box to write full answers to the questions.
1. What is difficult to do before an earthquake?
2. Where should you stay before the ground stops shaking?
3. What should you do when you are with other people?
4. What shouldn’t you stand near or under in the street?
Keys: It is difficult to warn people before an earthquake.
We should stay inside.
We should keep calm and be brave.
We shouldn’t stand near street lights or under power lines in the street.
Step 9 Retell the passage in groups
Use the words that the teacher has given to retell the passage in groups.
Inside
1. … jump out of …
2. Hide under …, stay away from …
3. Leave … quickly, ... use lift
4. Keep calm …, brave and helpful
Outside
1. Move away from …
2. … street lights … power lines …
3. … bridges and trees … a bus or a car …
4. … falling rocks
5. … run away from … higher ground
Step 10 Learning to learn
Master how to write instructions.
When you read instructions, make sure of what they tell you to do, and also focus on the steps of activities.
Step 11 Language points
Let Ss master the main points of the passage.
1. Earthquakes always happen suddenly, so it is difficult to warn people about them.
句中的them 指的是earthquakes。
warn sb. (not) to do sth. 警告某人(不要)干某事”
warn sb. of / about sth. 提醒/警告某人注意某事
e.g. Dad _______________________ at night.
爸爸警告我晚上不要外出。
Mary _________________________ the danger.
玛丽提醒她女儿注意危险。
Keys: warns me not to go out warns her daughter of / about
2. Do not jump out of high buildings.
jump out of 从…...跳出
e.g. Please don’t jump out of the
window.
请别从窗子往外跳。
run out of 表示“从…...跑出”。
climb out of 表示“从…...爬出”。
3. Keep calm, especially when you are with other people.
keep 表示“保持”, calm 表示“冷静，沉着”。
keep calm 是系动词+ 形容词构成的动词短语。其他的行为动词还能做系动词的有：become, feel, look, seem 等。
e.g. Everybody became quiet.
He looked a little nervous.
4. In short, follow what you learnt in school.
in short 总之，简言之
e.g. In short, I am interested in all of
the sports.
This book is, in short, an exciting
story about adventures.
Step 12 Do researching
Do the following research inside your school and outside your school in pairs.
Inside your school
Make a list of safe places and dangerous places at your school if an earthquake happens.
Note where the nearest stairs and doors to the outside of the school buildings are.
Outside your school
Make a list of places near your school. Note if they are safe or dangerous.
Note where the streets go, and where street lights and power lines are.
Step 13 Write some instructions about what to do in an earthquake.
1. Write some instructions about what to do in an earthquake.
Go out and meet on the playground.
Don’t use the lift.
2. Now work in pairs and check your instructions.
Step 14 Grammar
To use can/could/must to tell the possibility
情态动词表示推测
1. can 可以表示对现在或将来的推测，意为“会，可能”。通常用于肯定句和疑问句。用于
否定句时，can’t 表示“不可能”；用于否定句时，can 比could 表示的“可能性”更大。
e.g. Who sent the present? Can it be your brother?
It can’t be my brother. He is still in France.
2. could 也表示对现在或将来的推测，意为“会，可能”。
could 可以用于肯定句、否定句和疑问句，表示某事有可能发生或可能是事实。
e.g. He could be in pain.
That could be harmful.
3. must表示有把握的、语气比较肯定的推测，意为“一定”，一般只用于肯定句。
e.g. Betty, you must know!
It must be your brother.
Step 15 Exercises
1. The teacher warns the students ____ the danger in the house.
A. in
B. at
C. to
D. about
2. Many students study for a month to ____ for the coming text.
A. move
B. jump
C. prepare
D. have
3. — What should we do?
— We should _______ clear of the fire in an earthquake.
A. keep
B. try
C. think
D. stop
4. Can parents help kids ______ bad games?
A. stay off
B. stay from
C. move off
D. move from
中考链接
( )(1) There _____ a girl singing next door. Can’t you hear her beautiful voice?
A. must be
B. must have
C. can’t be
D. can’t have
（2014甘肃兰州）
( )(2) —Is that Kate’s car?
—It _____ be hers. She has just gone for a meeting.
A. can’t
B. should
C. mustn’t
D. may
（2014 湖北武汉）
( )(3) —Let’s go climbing, shall we?
—You _____ be joking! Don’t you know I’m afraid of high places?
A. may
B. can
C. must
D. should
（2014 浙江绍兴）
( )(4) —Who’s singing in the garden?
—It _____ be Mr. Brown. He always practices singing at this time.
A. must
B. can’t
C. need
（2014 湖南长沙）
( )(5) The girl in the classroom _____ be Maria. She called me from the library just now.
A. mustn’t
B. may not
C. can’t
D. needn’t
（2014四川内江）
Keys: AACAC
Step 16 Homework
近几年频频发生的地震，导致无数人失去家园。请阐述一下如何对这一自然灾害进行防范。
Unit 3 Language in use
【教学目标】
1.To use the points in Units 1 and
2.
2.To make Ss learn about the accidents and how to deal with the harmful accidents to save their
lives.
【教学重点】
1.To master the words, the imperative sentence.
2.To use can/could/must to tell the possibility.
【教学难点】
The using of can/could/must
【教学方法】
PWP method, Formal and interactive practice
【教学手段】
A tape recorder, multimedia and some pictures
【教学过程】
Teaching Procedures:
Step 1 Revision and Warming up
Look at the pictures and fill in the blanks.
Step 2 Language practice
Master the grammar by filling in the blanks.
1.That ______ be harmful!
2.Betty, you ______ know!
3._____ _____ from windows and heavy furniture.
4. ______ ______ _____ street lights or under power lines.
Step 3Practice
1. Complete the sentences with could, must or mustn’t
1.Read the sentences carefully.
2.Fill in the blanks, but you need to use some of the words more than once.
1. It’s dangerous. You ______ keep out!
2. These stairs are not safe. You ________ use them.
3. The rocks are falling down. You ______ get hit.
4. The river is too deep. You ________ swim in it.
5. Betty ______ know what to do because she did some basic medical training.
2.Underline the correct words to complete the first aid instructions
1. Get / Do not get medical help immediately.
2. Ask / Do not ask them where the pain is.
3. Lift / Do not lift them because you may drop them.
4. Keep / Do not keep them warm.
3. Complete the poster
Fill in the blanks in the poster about earthquake with the correct form of the words and expressions from the box.
When there is an earthquake ...
1. __________ from the windows.
2. __________ a table.
3. __________ the lift.
4. __________ the building quickly when the ground stops shaking.
6. __________ calm.
4. Complete the conversation
1.Read the dialogue carefully.
https://www.doczj.com/doc/0518112006.html,e the correct form of the words and expressions in the box to fill in the blanks.
Tony: Daming is training hard for the big match.
Lingling: Yes, the team has a good (1)_______ this year.
Tony: Oh, no, Daming’s (2)_________. He’s down!
Lingling: It looks like he’s (3)________.
Tony: Daming, what happened?
Daming: It’s my leg.
Lingling: (4) ______ him with my coat.
Tony: But don’t move him. Let’s wait for someone with (5) _______ training.
Lingling: OK.
5. Complete the news report
1.Read the news report carefully.
2.Then use the right words to fill in the blanks.
Information is coming in that there could be (1) ______ because of heavy rain in the north.
The government is (2) ________ people about falling (3) ______. Some roads have a lot of
rocks on them, but people are trying to (4) _____ them quickly. In some places there is no (5) ________. And people must stay (6) ________ to keep away from falling rocks.
3.Read and check
Now read the report again and check the correct sentences.
1. There are problems everywhere because of rain.
2. The government is warning people about an earthquake.
3. Some roads in the mountains have a lot of rocks on them.
4. People are trying to clear the rocks off the roads.
5. There is no problem with power.
Step 4 Listening
Listen and complete the sentences.
1. We were having ________ at home when the earthquake happened.
2. The room started to ________.
3. Father shouted to everyone to get under the _____________.
4. We could not get out of the room because the ______ would not open.
5. My father called for help on his ____________.
6. People came to help us and we left our _____.
Step 5 Listen and read
1. Listen to the passage and answer the question:
Who saved one hundred other tourists in 2004?
2. Read the passage and choose the correct answer.
Read the passage in Activity 8 and choose the right answers.
1. What’s the best title for th is passage?
a)2004 Asian tsunami.
b) A girl saves tourists from tsunami.
c) Underwater earthquakes.
2. What did Tilly notice?
a) Water coming to the beach.
b) People watching the water.
c) Bubbles in the water.
3. What does her teacher think of Tilly?
a) She’s lucky.
b) She doesn’t do silly things.
c) She’s a clever student.
Step 6 Around the world
1. To know about the special houses in Japan
2. Read the passage and answer the questions.
1. What is one of the tallest building in Japan?
2. Why is the building special?
Step 7Writing
1.Make a list of accidents that can happen at school.
2.Choose an accident from the list in Activity 8 and give instructions on what to do in
groups.
3.Make a poster about accidents at school using must/mustn’t and present your poster to
the class.
Step 8 Exercises
1. — Sorry for being late again.
— _____ here on time next time, or you’ll be punished.
A. Be
B. Being
C. To be
D. Been
2. — May I listen to the music here, Mr. White?
—Sorry, you’d better _____ i t like that.
A. not to do
B. not do
C. don’t do
D. not do to
3. Boys and girls, _____ up your hands if you want to take part in the summer camp.
A. putting
B. to put
C. put
4. When someone is in trouble, we must help him _____ trouble.
A. in
B. out of
C. into
Step 9 Homework
你觉得你的校园生活安全吗？请你写一篇题为“How to keep safe in school”的短文，谈谈你的看法。
内容：
1. 描述一件发生在你身上或你身边的校园安全事件。
2. 提出解决的建议。（至少两条）
3. 呼吁每个学生注意校园安全。
外研版英语八年级上册Module 10教案 Module10 The weather 一、教学内容：Unit 1 It might snow. 二、课型：Listening and speaking 三、教学目标： 1、能够正确使用下列单词和词组：cloud,shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke,might, temperature, minus, degree, although, wet, terrible, wish, probably, comeon. 能正确使用下列句型：1.Are you joking? 2.Sounds great! 3.Me neither. https://www.doczj.com/doc/0518112006.html,eon, better get going! 5.What’s the temperature? 6.It’s probably sunny and hot there. 7.Rainyweather is terrible! 8.Ilike sunny weather ,and I like snow as well. 9.What’s the weather like in America in winter? 2、能够听懂谈论天气的谈话并完成相关的听力任务。 4、能用有关天气的名词或形容词、情态动词及询问天气的句型谈论天气。 5、通过对本单元的学习，了解各种气象，培养学生爱护和保护环境良好品德。 教学重难点： 能够熟练运用有关天气的名词或形容词及情态动词谈论天气。 四、教学准备： 课堂整体运用任务型教学模式，培养学生独立自主的学习能力。本课指导学生通过听说获取信息，培养学生的听说技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片、实物和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、实物、课堂练习表格、奖品 五、教学过程： 教学 步骤 教师活动学生活动设计意图 Step On e Warming -up (3’)Warming-up 1. Have the students se e a flah:How is the weat her? 2．Free talk: “What’s the weather like today? Do you like cold weathe r? ” 1. See a flah:How is the we ather? 2. Free talks about weather. 让学生通过看 一个关于天气 的flash，进行 课前热身，从视 觉和听觉方面 刺激学生思维， 活跃了课堂气 氛。 以旧引新，先引 导学生进入新 的模块内容，训 练了学生的反 应的同时又引 入了新单词。 玩有关天气的
Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 一、学习目标: A.单词和短语： pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, place B.交际用语： 1. Ready? 2. That’s a good idea. 3. What else? 4. Thanks a lot! 5. Excellent! 6. We should always speak English in class. 7. Let’s try to speak English as much as possible. 8. Why not write down the mistakes in our notebooks? 9. It’s a good idea to s pell and pronounce new words aloud. 10. How about listening to the radio? 11. It’s better not to translate. 12. It’s a good idea to check new words every day. 二. 教学目标 1. Function: Giving suggestions (English study) 2. Structure: Giving advice: 1) We/You sh ould… 2) Let’s try to… 3) Why not…? 4) It’s a good idea to… 5) How about…?
Module 8 Around town Unit1 How do I get to the Forbidden City?（1-4）教学设计 外研版八年级(上) 玉林市兴业县一中李雪红 一、教材分析: 本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。 二、学情分析： 学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。 二、教学目标: （Teaching aims） 1、Knowledge Objects a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool, square，structures, left, right, opposite, chairman, between, turn, corner, along b. Key structures ____ How do I get to…? Can you tell me the way to….? Go straight ahead. Go along…../Go across…. Turn left into…. It’s opposite…/on the corner of…/ between…and... 2.Ability Objects To understand the conversation of giving directions To understand the sentences telling positions To learn how to give directions 3.Moral Objects Students can help the others. 三、教学重、难点：学生能熟练运用本节课重点句型
教案 Module 11 Way of life. Unit 1 In China ,we open agift later. 第49、50课时 【学习目标】 1、（知识与技能）：1. 学习本单元的新词汇及短语，掌握它们的基本含义及用法。 2. 学习理解情态动词can，must ,need,can’t,mustn’t,needn’t的用法。 2、（过程与方法）：通过自主学习和小组合作，能够听懂并描述不同国家生活方式的话题。 3、（情感、态度与价值观）激情投入，阳光展示，了解不同国家的生活方式。 【重点难点】 学习重点：Key vocabulary, Key stryctures 学习难点：How to enable the students to use new words and infinitives. 情态动词can，must,need,c an’t,mustn’t,needn’t的用法。 【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于
Module 11 Way of life. Unit2 In England, you usuallydrink tea with milk. 第51、52课时 【学习目标】 1、（知识与技能）：掌握本单元的重点词汇短语、句型。 2、（过程与方法）：通过阅读文章及小组合作，学会理解文章大意和提取细节信息的方法。 3、（情感、态度与价值观）能了解一些英国的传统习俗，在短文中获取有效信息。让学生了解不同的国家有不同的传统习惯，要尊重文化差异。 【重点难点】 学习重点：Key vocabulary, Key stryctures 学习难点：How to enable the students to use new words and infinitives. 情态动词can，must,need,can’t,mustn’t,needn’t的用法。 【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于
外研版初中英语八年级上册教案全册 Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 一、学习目标: A.单词和短语： pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, place B.交际用语： 1. Ready? 2. That’s a good idea. 3. What else? 4. Thanks a lot! 5. Excellent! 6. We should always speak English in class. 7. Let’s try to speak English as much as possible. 8. Why not write down the mistakes in our notebooks? 9. It’s a good idea to spell and pronounce new words aloud. 10. How about listening to the radio? 11. It’s better not to translate. 12. It’s a good idea to check new words every day. 二. 教学目标 1. Function: Giving suggestions (English study) 2. Structure: Giv ing advice: 1) We/You should… 2) Let’s try to… 3) Why not…? 4) It’s a good idea to…
【最新整理，下载后即可编辑】 Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 第1、2课时 【学习目标】 1、（知识与技能）：掌握下列重点单词的意思及用法：translate, correct, match number, advice, mistake, message, each, spelling，pronunciation, newspaper, excellent. 掌握下列短语的意思及用法：give sb. some advice, write it/them down, speak English, in class, do some concerts, try (not) to do sth., each other, help sb. with sth. 2、（过程与方法）：通过本节的学习，培养学生的探究精神和创新意识，提高学生解决实际问题的能力。 3、（情感、态度与价值观）掌握学习英语的方法,提高学习英语的兴趣，懂得与人交流，注意语言的得体性。 【重点难点】 1.重点句式：How about listening to the radio and reading a newspaper in English? Try not to translate every word. You should always speak English in class. Why don’t you write down your mistakes? 2.难点：提建议的常用表达方法。 【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于心，完成探究内容，对未能解答的问题做上标记，课堂上，跟着老师的指导，完成听读训练，学习新的语法知识，并纠正自己在课前完成的任务。
外研版英语八年级上册 教学设计 集团标准化办公室：[VV986T-J682P28-JP266L8-68PNN]
M o d u l e8A r o u n d t o w n Unit1 How do I get to the Forbidden City（1-4）教学设计 外研版八年级(上) 玉林市兴业县一中李雪红 一、教材分析: 本模块以出行旅游为话题，通过大量的语言材料集中展示了问路、指路、对某一区域进行描述的语言表达方式。本节课是本模块的第一课时，是一节听、说课，主要通过听、说、读、写来展开课堂活动，为学生提供了充足的体验和运用语言的机会。 二、学情分析： 学生在七年级已学过一些方位介词和问路的句子，这为学习本单元新知识奠定了基础。利用学生对学校周围环境比较熟悉这一特点作为切入点，引导学生深入探究、自主解决问题。 二、教学目标: （Teaching aims） 1、Knowledge Objects a. Key vocabulary ____ bank, market, supermarket, pool, swimming pool, square， structures, left, right, opposite, chairman, between, turn, corner, along b. Key structures ____ How do I get to… Can you tell me the way to…. Go straight ahead. Go along…../Go across…. Turn left into…. It’s opposite…/on the corner of…/ between…and... 2.Ability Objects To understand the conversation of giving directions To understand the sentences telling positions To learn how to give directions 3.Moral Objects Students can help the others. 三、教学重、难点：学生能熟练运用本节课重点句型
学习很辛苦，但并不痛苦；学习没有什么捷径，苦学才是根本；在你没有找到“不用重复就可以学习好”的方法之前，请不放弃“重复”这种最简单、最有效的学习方法。 Module 3 Sports 一、学习目标: A. 单词和短语： baseball, volleyball, boring, exciting, relaxing, already, matter, What’s the matter? hurt, Olympics, stadium, miss, mind, beat, careless, cheer…o n, coach, fan club, against, train, practice, warm, warm up, usual, pleased, pass, chance, loudly, confident B. 交际用语： 1. That’s too bad! 2. I’m not sure about that. 3. Bad luck! 4. Never mind. 5. — Which sport do you like better, swimming or running? — I like swimming better. It’s more relaxing than running. 6. It’s more difficult to practise in winter. 7. This year we’re passing more carefully. 8. —What’s your favourite sport? — My favourite sports is swimming. It is exciting. 9. This week’s match already more exciting. 10. It’s more difficult to practise in winter. 11. Watching is not dangerous, and it’s more relaxing, too. 二、教学目标
Module 8 Accidents 一、教学内容：Unit 1 What did you do? 二、课型：Listening and speaking 三、教学目标： 1. To mater the words and phrases: round, corner, hit, glad, in time, side by side , fall off , pay attention to 2. To listen and understand what was happening at a specific time. 3. To understand conversations about accidents 4. To talk about what was happening at a specific time 5. To know how to avoid accidents 四、教学重难点： 1、能够运用过去进行时简单叙述发生的事故。 2、过去进行时while、when的用法。 五、教学准备： 本课指导学生通过听力获取信息，培养学生听力技能。课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。培养学生的合作精神,发展其思维和想象等能力。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。 六、预习要求：
1、根据音标自学本课新单词； 七、教学过程：
最新外研版八年级英语上册全英文教案（全册） Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 一、学习目标: A.单词和短语： pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, place B.交际用语： 1. Ready? 2. That’s a good idea. 3. What else? 4. Thanks a lot! 5. Excellent! 6. We should always speak English in class. 7. Let’s try to speak English as much as possible. 8. Why not write down the mistakes in our notebooks? 9. It’s a good idea to spell and pronounce new words aloud. 10. How about listening to the radio? 11. It’s better not t o translate. 12.It’s a good idea to check new words every day. 二. 教学目标 1. Function: Giving suggestions (English study) 2. Structure: Giving advice: 1) We/You should… 2) Let’s try to… 3) Why not…? 4) It’s a good idea to…
Module 10 The weather 一、学习目标: A. 单词和短语： cloud, shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke, might, temperature, minus, degree, although, wet, terrible, wish, probably, come on, mile, northwest, umbrella, southeast, from time to time B. 交际用语： 1. You’re joking! 2. Sounds great! 3. Come on! 4. When is the best time to visit your country? 5. What clothes should she bring? 6. What’s the temperature? 7. Where are you going? 8. It’ll probably be cold tomorrow. 9. It might be rainy. 10. It’s probably sunny and hot there. 11. Bring a map because you may want to travel around. 二、教学目标 1. Function: Describing the weather. 2. Structure: may, might, probably (for possibility) 3. Skills: 1) Listening and understanding familiar topics (weather). 2) Giving weather forecast based on clues; predicting about future weather using probably. 3) Reading and finding specific information. 4) Writing a short passage about the best time to visit your town, using because, so and but. 4. Around the world: The wettest place
Module 12 Traditional Life 一．Key points. 情态动词must和can的用法。 1．must表示”必须”，mustn’t表示“禁止”，后加动词原形。for example，You must clean your classroom every day. You mustn’t speak rudely to others. 2． can和can’t的用法。本模块中表示允许和不允许，后加动词原形。Eg.) You can do homework after dinner. You can’t stay out after 9:00pm. 3.must可表肯定推测，can’t可表否定推测。例如 It must be Lingling’s book, because her name is on it. She can’t be our English teacher, she has gone abroad. 二．含有must的一般疑问句肯定回答用must,否定回答用needn’t,或用don’t have to,表示“没必要”eg) Must I return your money tomorrow? Yes, you must. No, you needn’t(don’t have to). 三．Usages of some key words. 1.stop doing sth. 停止做某事 The students stopped talking when the teacher came in. stop to do sth.停下来去做某事 They walked for a long time, so they stopped to have a rest. stop sb. from (doing) sth.阻止某人做某事 The heavy rain stopped us going to the park. 2．both表示两个都 both of，both… and…谓语动词用复数。 Both of them are students. Both he and she come from Liaocheng. 3.enjoy doing sth. enjoy oneself=have a good time enjoy one’s stay in sp.在某地逗留得很开心。 4．notice sb. do/doing sth. I notice him go into the room. I notice them playing chess under the tree. hear sb. do/doing sth. 5.so many, so much, so little, so few 6.be/get married to sb.和某人结婚. marry sb. She got married to him in the end. 四．Translate the following phrases. 别聊了___________ 迫不及待___________ 用红纸___________ 快点 ___________ 取出___________ 等等 ___________ 到达___________ 大声喊叫___________ 查阅___________ 好运气___________ 保持安静___________ 例如 ___________
教学设计
课后反思: 附1:students’ handout I.Match the main idea for each paragraph、 II.Choose T/F and correct the false one、 1、 Arnwick was a city with 20,000 people、 2、 People from Parkville moved to Arnwick to find jobs、 3、 Arnwick now has a population of more than one million、 4、 The local school in Parkville has 2,000 pupils、 5、 Big cities have enough money for public services、 6、 This story describes what is happening all over the world、 附2:word bank for possible problems raised by students Students’ answer about reasons why do people e to Beijing Students’ answer about problems in Beijing Para 1 Para 2 Para 3 Para 4 Para 5 A.New problems、 B、The lesson we got from the story、 C、The old Parkville、 D、New needs、 E、The changes in Parkville、
Module 8 Time off Unit 1 I can hardly believe we’re in the city centre. 一、教学目标（Teaching aim） 1、知识目标（Knowledge aim） （1）在教学过程中学习和巩固单元新授单词和短语hardly, sights, thirsty, waste ake up,point out, at the top of （2）熟练掌握that引导的宾语从句的句型结构和用法并运用该句型描述家乡的名胜2、能力目标（Ability aim） 提高学生的听说读写能力，能听懂和阅读关于介绍去北海公园旅行的语言材料，能通过相关词汇和图片描述自己和他人的对北海公园的观点；能编写关于旅行的对话。 3情感目标（Moral aim） 学会倾听他人的旅行经历和观点；激发学生对大自然的热爱，陶冶情操，激发对祖国的热爱之情；培养学生的环境保护意识。 二、教学重点（Teaching focus） The object clauses（that引导的宾语从句） 教学难点（Teaching difficulty） 1.The object clauses That引导的宾语从句中从句人称的变化 2宾语从句时态的变化 2. hard和hardly的区别 教学过程（Teaching Procedures） 1导入（Lead-in）
（1）展示北京部分名胜古迹图片，引出旅游经历话题。 （2.）听课文Part 1，让学生看和描述北海公园的照片，为对话部分的学习做准备2词汇学习（Vocabulary learning） 单词学习：通过图片学习单词，并练习本课的词汇。 3 Reading and listening （1）Listen to Part 3 and answer the following questions. （2）Complete the sentences about Beihai Park. （3）Read the dialogue and mark T or F. 通过本环节，让学生完成对对话部分的理解，对学过的重点句型进行巩固和复习，并要熟悉对话中的宾语从句的结构。 4、巩固所学 小组活动，运用宾语从句，介绍自己家乡的名胜——东山公园，并当堂展示。 在这一环节中，学生升华并巩固已学的句子结构，由听说能力过渡到实际运用，每一个学生都可以参与到小组活动中来，培养了他们的合作意识。在小组合作的过程中，让他们了解到自己家乡的美丽，培养爱家乡的美好感情。 如I guess (that)…I’m sure (that)… I know (that)…I can’t believe (that)… Ithink (that)… 6、Homework （1）Introduce another place of Beijing in English.（必做） （2）Talk about another place of interest in your home town.（选做）
Module 11 Way of life Unit 1 In China, we open a gift later. 【教学目标】 ●Knowledge objective 1.To understand the conversation in relation to Traditional life. 2.To get specific information from the listening material. 3.To talk about and understand the verb: must, mu stn’t, can, can’t. ●Ability objective Enable students to listen to and talk about things they must and mustn’t do. ●Moral objective To get the student to know about the different tradition life in different countries. 【教学重点】 New words and expressions. To learn the usage of must, mustn’t, can, can’t. 【教学难点】 To grasp the phrases and important sentences. 【教学方法】 PWP method, task-based method and interactive approach 【教学手段】 A tape recorder, multimedia and some pictures. 【教学过程】 Teaching Procedures: Step 1 Lead-in Ss look the pictures and guess the word according to the sentence. Step 2 Learn new words
最新外研版八年级英语上册教案全册 外研版八年级英语上册教案Module 1 Module 1 How to learn English Unit 1 Let’s try to speak English as much as possible. 一、学习目标: A.单词和短语： pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, pronunciation, key, main, excellent, agree, agree with sb., vocabulary, ask for, improve, basic, time, advise, shy, conversation, quickly, natural, suggest, place B.交际用语： 1. Ready? 2. That’s a good idea. 3. What else? 4. Thanks a lot! 5. Excellent! 6. We should always speak English in class. 7. Let’s try to speak English as much as possible. 8. Why not write down the mistakes in our notebooks? 9. It’s a good idea to spell and pronounce new words aloud. 10. How about listening to the radio? 11. It’s better not to translate. 12. It’s a good idea to check new words every day. 二. 教学目标 1. Function: Giving suggestions (English study) 2. Structure: Giving advice: 1) We/You should… 2) Let’s try to… 3) Why not…? 4) It’s a good idea to… 5) How about…? 6) Why don’t we/you…? 7) It’s better not to… 3. Skills: 1) Listening and understanding familiar topics (English study). 2) Talking about problems in English study and giving advice, conducting conversations in several turns. 3) Reading and finding specific information about English study. 4) Drafting a letter asking for advice about English study, revising through pair discussion.. 4. Around the world: English online 5. Task: Writing your English study plan. 三、重点及难点: Giving advice: 1) We/You should…2) Let’s try to…3) Why not…? 4) It’s a good idea to…5) How about…? 6) Why don’t we/you…? 7) It’s better not to… 四、教学设计: Unit 1 Let’s try to speak English as much as possible. ⅠTeaching model Listening and speaking ⅠTeaching method PWP approach Ⅰ Teaching aims 1. To understand conversations involving advice on learning English. 2. To get information about how to learn English from the conversation. 3. To understand the way of giving advice. 4. To practise giving advice on English learning. ⅠTeaching Objectives 1. Key vocabulary: pair, correct, spelling, word, practice, match, meaning, complete, sentence, dictionary, grammar, letter, look up, mistake, make a mistake, understand-understood, advice, should, possible, write down, notebook, forget-forgot, pronounce, aloud, radio, key, main, excellent, agree, agree with sb., vocabulary 2. Key structures: 1) We/You should…2) Let’s try to…3) Why not…? 4) It’s a good idea to…5) How about…? 6)
Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method Formal and interactive practice ⅢTeaching aims 1. Function: Describing and comparing sports. 2. Structure: Comparative adjectives(more); adverbs and comparative adverbs (-er, more); irregular comparatives. 3. Around the world: The marathon race 4. Task: Making a sports poster. ⅣTeaching aids Tape recorder , OHP , handouts ⅤTeaching Steps Step 1 Revision Talk about the pictures. Step 2 Work in pairs. 1. Ask the students to use the words in the box in Activity 1. 2. Ask the students to look at the pictures in Activity 1 carefully. 3. Talk about the sports.
4. Read through the example with the class. —What’s your favourite sport? — My favourite sports is swimming. It is exciting. 5. Work in pairs. 6. Now compare the sports. 1) Table tennis is more exciting than tennis. 2) Tennis is… 3) Basketball is … 4) Football is … 5) Swimming is… 6) Baseball is… Step 3 Language practice 1. Read through the example sentences in the box with the whole class. 2. Ask the students to repeat the sentences in the box. Step 4 Grammar 形容词的比较级（2） 上一模块我们学习了单音节形容词和部分双音节形容词的比较级构成形式和比较级句子的表达方式。那么，还有部分双音节和多音节形容词，它们的比较级是如何构成的呢？也是在词尾加-er 吗？不是的，一般在形容词前加more 构成比较级。例如： 1) Football is _________________ than baseball in most countries. 在很多国家，足球比棒球更受流行。