外研版英语八年级下册全册精品教案
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 Hobbies
Period 1: Listening and V ocabulary &Pronunciation and Speaking
Teaching 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, interview
2. Listening skill: To understand conversations involving talking about one’s 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 teach ers 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 Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s 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.
Lingling’s hobby music
Daming’s hobby fans
Sally’s hobby going to Radio Beijing
Sally’s plan. tickets
2. 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 Who’s 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 reading
Teaching 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, should
2. Reading skill:
(1). Get information about one’s 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)
David’s 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 David’s 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 Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s 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 strategies
Top-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 classmate’s 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 classmate’s 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 adults
For teenagers
Creative
Skillful
Good for study
Bad for study
Good for health
Bad 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 task—Saying 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: https://www.doczj.com/doc/b215891832.html,/ebi/article-202069
Some 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 David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching 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 Rev ision (5’)
Retell the passage of David’s 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 sentences
Complete 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 sth
3. 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 sth
S + V + O + OC
6. 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 school
3) 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 you’re from?
Step 1 Warming up and Leading-in
1. Let’s sing the song “Where are you from?”
2. Fill in the blanks according to the song.
eg. 1) Tony sings that he’s 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 you’re from?
Step 2 Pair work
1. 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 work
1. Say something about my good friend Sally.
2. Report
S1 has heard that Sally…
S2 knows that Sally…
S3 says that Sally…
I think 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 talk
2. Listen and find out:
(事先交代情景: Ann’s classmate Bill called Ann. But Ann wasn’t in. Ann’s 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 Practice
1. 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 wasn’t 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。Homework
1. 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. I’m 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.
3．Pair 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。
Step 4 Talk about Liu Xiang
eg. 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. Discuss
What 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. Report In 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。能扩大学生的知识面，并在完成作业过程中增强对名人、对民族英雄的钦佩之情，进而产生学习名人、民族英雄精神的思想。 Homework
1. (二者选一) A: Write a dialogue about the interview with Chen Huan. B: Write a dialogue about the interview with Liu Xiang
2. Workbook 3, 4, 5
设计意图 分层次作业，鼓励有能力的学生学会利用词典来增加词汇量。
From Shanghai Birth 1983.7.13 Height
1.88m Weight 74kg Sports
110m hurdles
Period 3 Unit 2 Friendship
Step 1 Warming up : Enjoy the song “Friends”.
设计意图让学生在歌声中感受语言，在轻松愉快的语言活动中输入语言。让他们在做中学，在玩中学, 在唱中学，在快乐中学习。
Step 2 Presentation
1. What do you think of when you see this picture? (laugh, bright, friends, not lonely, happy…)
设计意图教学生词，为下面的讨论做铺垫。
2. Discuss
设计意图通过对这3个问题的分组讨论，使学生对所要了解的阅读材料的相关背景知识有一个感性认识，减少阅读障碍，为学生理解材料打下良好的基础。
Step 3 Read and answer
1．Fast reading
设计意图 1.在阅读前设置问题,能有力地激起学生的阅读欲望。
2.用快速阅读来培养学生整体获取信息的能力，以适应高速发展的信息社会的需要。
2．Careful reading
（Turn to page 13 –Activity 5）
设计意图 1.分步阅读使学生有充足的语言输入，从而有利于学生进行目标语言的输出。
2.理清思路, 获取细节的信息, 培养学生的细读能力, 符合循序渐进原理。
3.重点理解课文中的目标语句。
Step 4 Discuss （Turn to page 13 –Activity 6）
1.What gift have you ever got?
2.Why is the opening surprising?
3.How does Zhang Bei describe her feelings?
4.What advice does she give?
设计意图进一步熟悉课文，整体理解课文。
Step 5 A Guessing game
假设班里某个同学的好朋友就在教室里, 请他/她到前面来, 回答其他同学的提问, 猜出这位好朋友。.当然，猜测时学生必须用宾语从句提问。
eg. Could you tell me whether your best friend is a boy or not?
设计意图学生喜欢的游戏可以唤起学生的积极的思维活动, 挖掘他们学习英语的潜在能力。将知识融于游戏中，既可以调动学生说的欲望，同时又培养了他们的注意力和记忆能力。而且猜的游戏
能使上下环节过渡自然，使整堂课的结构紧凑、连贯。
Step 6 Free talk
1.Who is your best friend?
2.How did your friendship start?
3. What did you do together to have fun?
4.What could change things?
设计意图适度自由的交际不仅可以为学生创造一个说英语的环境，激发学生说的愿望，还可以复习所学知识。为写做铺垫。
Homework
1.Write a passage about someone or something which changed your life. ( Including3~5 object clauses.)
2.Listen and read after the tape for 15 minutes.(P12-2)
设计意图初中生不仅要发展听、说、读的能力，而且写的能力也不能忽视。从模仿开始，在长期的锻炼下，相信学生以后会写出流畅的英语短文。
Period 4 Review Unit 2 and finish Unit 3 (1,6,7,8)
Step1 Memory challenge
(Have a competition between boys and girls)
1. Could you tell me? How old was Zhang Bei at that time? 先将两句合并成一句, 然后回答。
Could you tell me how old Zhang Bei was at that time? Yes. She was 13 years old. ……
2. Do you know? Can you find the answers? 先将两句合并成一句, 然后找答案并连线。
设计意图新课标指出，学生是学习的主体，不应该以教师的带读来代替学生的自己的感悟与实践，而应该让学生通过游戏、比赛等活动自己来理解感受，最终自然习得。此活动运用学生的好胜心理，训练了学生的记忆能力，也调动了学生的积极性，同时也复习巩固了Unit 2中出现的一些重点句型。Step2 Watch a video
Be Sunwukong and try to find the difference between orders.
1. What is the problem? I wonder what the problem is. ( 一共6组句子)
操作说明第一步: 让学生观看VCD。
第二步: 学生讨论并小结。特殊疑问句作宾语从句：1.用疑问词引导。2.从句用陈述句语序。
第三步: 再让学生观看video, 此次边看边练习, 中途要使用暂停。如：
1. What is the problem? I wonder 暂停，让学生回答what the problem is.
设计意图 1.video 是学生比较容易接受的语言形式，有一定的趣味性，在欣赏的过程中及时思考，也具有一定的挑战性。
2.借助多媒体演示，把枯燥无味的学语法过程趣味化。让学生通过仔细观察、对比来发现目标语言现象，突破教材的难点--宾语从句的语序。而且注意语言的滚动，增加学生的语言积累。
Step 3 Discuss
1. Do you have friends on the Internet?
2. What do we call friends on the Internet in English? （e-pals）
3. How often do you write to your e-pals / pen friends ?
4. Which do you like best, a pen friend , an e-pal or a friend in real life? Why?
设计意图根据学生的生活实际，以及p17 – Around the world. 设计各种有趣的问题，让他们讨论，充分调动学生的积极性，发挥他们的主体性，让他们在学习中生活，在生活中学习，以达到教与学的最佳结合。
Step 6 Enjoy “Be kind to all of your friends” and answer
1.Could you tell me whether it is a rap or not?
2.Do you know what it is about?
临近下课, 欣赏一首歌，既把整堂课的气氛推向高潮，又为下面的讨论和写作做好了铺垫。
Step 7 Pair work
What should a good friend be like? I think that a good friend should…
Homework
Write an e-mail to tell your friend what a good friend should do.
eg. I think that a good friend should … My mother told me … My teacher said …
设计意图在学生感知大量语言信息材料的基础上,进行归纳总结以达到语意重建, 从而进一步提高语言表达能力。
Period 5 Finish module task and workbook
Step 1 Homework show 用幻灯片展示部分学生的家庭作业。（不一定是优秀学生的作业。）
设计意图鼓励学生尤其是学困生，对自己有信心，不要放弃英语。
Step 2 Presentation Would you please help the old granny again?
设计意图突破难点：主句过去时, 从句也要改用相对应的过去某种时态。
Step 3 Brainstorming
1.What did Zhang Bei say? She said that ……
2. What did the boy say? He said that ……
设计意图利用U2中的语言材料，复习操练宾语从句。
Step 3 Practice and think
操作说明 1. 一起做课件中的练习。
2．看书。Turn to p148 “Guide to language use”---宾语从句
3．讨论总结。
设计意图 1.语法学习是语言学习中必不可少的环节。在语法教学中，有必要把学生接触过的某一类语法现象的点点滴滴进行归纳，由点到面，建立系统。
2. 让学生自己找规律归纳总结宾语从句。这一过程培养了学生独立思考的能力。而且学生自己总结出来的规律就会记牢，不易犯错。
Step 4 Do exercise : Workbook 1, 2, 6, 7, 8, 10 and 11
设计意图通过适量的练习，巩固强化所学知识。进一步测试学生的笔头输出语言情况。在这一过程中，积极思考，及时反馈。在反思、顿悟和自醒中，不断调整自己的学习策略。
Step 5 Problem solving
Name Difficulties Solutions
设计意图在传统的教学中，老师总是充当主角，罗列出课文的重点、难点进行讲解，学生只有被动接受，学习主动性受到很大的限制。设计这个环节是为了帮助学生提高学习的主动性，学会自主学习并大胆质疑。
Step 6 Questionnaire （Turn to page102-9 ）
Can you tell me if you are a good friend？
Step 7 Discuss
Module 1 Unit 1 1 Listen and number the pictures. 1 Lingling: Guess what it is! Betty: It tastes sweet. Is it a cookie? 2 Daming: Ugh! This milk smells sour. Tony: Don’t drink it. 3 Betty: This bed feels a bit soft. Lingling: Try a harder bed. 4 Lingling: T om looks very strong! Daming: Yes. He does a lot of exercise. 2Listen again and complete the sentences. 1 Lingling: Guess what it is! Betty: It tastes sweet. Is it a cookie? 21听录音，把图画标上序号。 1 玲玲:猜猜它是什么！ 贝蒂:它尝起来很甜。是小甜饼吗？2 大明:呃！这牛奶闻起来酸了。 托尼:别喝了。 3 贝蒂:这张床摸起来有点儿软。 玲玲:试一张硬点儿的。 4 玲玲:汤姆看起来很强壮！ 大明:是的。他做很多运动。 2再听一遍录音并完成句子。 1 玲玲:猜猜它是什么！ 贝蒂:它尝起来很甜。是小甜饼吗？2 大明:呃！这牛奶闻起来酸了。 托尼:别喝了。 3 贝蒂:这张床摸起来有点儿软。 玲玲:试一张硬点儿的。 4 玲玲:汤姆看起来很强壮！ 大明:是的。他做很多运动。 3听一听，读一读。 托尼:呣……好香的味道啊！你的比萨饼看起来很好。 贝蒂:谢谢！你想尝一尝吗？ 托尼:好的。它看起来令人愉快，闻起来很香，呣，它尝起来很 好吃。 大明:顶上的是什么？ 贝蒂: 噢，那是奶酪。你想尝一块吗？大明:呃！不，谢谢。恐怕我不喜欢奶酪。它闻起来不新鲜。它气 味太强烈并且尝起来有点儿酸。贝蒂:嗯，我的巧克力甜饼现在做好
八年级下册英语教案外研版 【篇一】 课堂作业 I. Match the sentences ( )1. Could I speak to Sam，please? ( )2. Would you like to come to my birthday party tonight? ( )3. May I come in? ( )4. What about going out for a walk? ( )5. Shall I open the door? ( )6. Will you (please) lend your pen to me? a. Good idea! b. Yes，please. c. Certainly. Hold on，please. d. I’d love to. e. Sorry，I’m afraid not. f. Come in，please. II. Translate the sentences into English. 1. 你能接一下电话吗? ______________________________________ 2. 你能把书带到教室里去吗?
______________________________________ 3. 你能帮我打扫房间吗? ______________________________________ 4. 我能打开窗户吗? ______________________________________ 5. 我能够借你的车吗? ______________________________________ 参考答案：I. c d f a b e II. 1. Could you answer the phone? 2. Could you take the book to the classroom? 3. Could you help me clean the room? 4. Could I open the window? 5. Could I borrow your car? 教学反思 教师在展开教学活动时，个别小组出现“冷清”的场面，这些学生只顾自己独立思考，停留在独立学习的层次上，没有发挥合作学习的优势，使合作流于形式。出现上述情况，从合作学习的参与者——教师的角度分析主要是教师的设计和引导不恰当、或小组的编排不够合理等。从合作学习的参与者——学生的角度分析，主要是学生还没有掌握基本的合作技能，或者合作意识淡薄，角色的落实不到位，或合作水平不强，合作精神不够。所以作为教师既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正调动起来。 【篇二】 Section B 1a-2e 教学目标
外研版英语八年级下册知识点总结 Module 1 Feelings and impressions Unit 1 1. What a delicious smell? Smell:一股气味（可数名词） _____ good advice! It’s so helpful to us. (what / How) _____ interesting the story is! (What / How) 2. nice:adj. 美味的，友好的，令人愉快的 nice weather: 好天气 be nice to sb.:对某人友好 a nice trip: 一次令人愉快的旅行 The cookie tastes nice. 这块饼干尝起来美味。 3. would like 比want 语气更委婉。 ----Would you like to stay here with us? ---- Yes, I’d like / love to. 4. lovely: 令人愉快的，可爱的修饰人或物 a lovely afternoon / girl lively: 活泼的，生动的 a lively lesson:一堂生动的课 5. I’m afraid that + 从句: 恐怕（表示歉意或让对方失望的情况）I’m afraid that I can’t come to your party tomorrow. 6. 1) a bit = a little:有点儿，有点后接/形容词/副词\形容词/副词的比较级 I feel a bit thirsty now. After the rain, people feel a bit / a little cooler. 2) a little + 不可数名词： There is a little time left. a bit of + 不可数名词： There is a bit of water in the bottle. 7. have a try: 试一试 have a / an + 名词 have a swim:游泳 have a break:休息 have a shower:洗沐浴 8. I have a sweet tooth. 我喜欢吃甜食。 9. be done: 做好了，完成了done: adj. 做好了的，完成了 10. be sure + 从句：Are you sure what you said? Be sure of / about sth.: 对……确信 I’m sure of / about the telephone number. be sure (not) to do. Sth.: 确保/ 务必（不）做某事 Be sure not to miss the early bus. 11. lucky day:幸运日 You’re a lucky boy. 你是一个幸运儿。 Good luck to you. 祝你好运。 Unit 2 1. thanks for = thank you for: 因……而感谢你 Thank you for your help. Thank you for sending me photos. 2. message: 口信、信息（可数名词） take a message:捎个口信 leave a message:留信 Information: 信息（不可数名词） a piece of information , some information 3. hear from sb. = get / receive a letter from sb. : 收到某人的来信 I heard from my uncle last week. = I got / received a letter from my uncle last week. 4. can’t wait to do sth. : 等不及/ 迫不及待做某事 I can’t wait to open the present. 5. quite: 1) quite a / an + 形容词+ 名词 quite a nice boy:一个相当好的男孩。 2) quite 修饰动词时放在动词前
第三届全国中小学 “教学中的互联网搜索”优秀教学案例评选 教案名称：Module 2 Friendship Unit 1 Can you tell me where you’re from? 教案设计 山东省昌乐外国语学校刘伯亭 教案制作时间：2012年3月19日 教案类型：网络探究课教案
Module 2 Friendship Unit 1 Can you tell me where you’re from? 教案设计 一、教案背景 1.面向学生：中学 2.学科：英语外研版八年级下学期 3.课时：1 4.学生课前准备： （！）基于百度搜索平台，搜索词条“外研版初中英语课程标准”。 （2）通过百度搜索引擎【https://www.doczj.com/doc/b215891832.html,】查找打电话的常用语； （3）初步了解宾语从句的表达及类型。百度知道https://www.doczj.com/doc/b215891832.html,/view/28efa7f37c1cfad6195fa709.html 【教材分析】 本单元以友谊为话题, 通过听力、对话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。 教学之前用百度搜索引擎[https://www.doczj.com/doc/b215891832.html,]在网上搜索本单元的相关教学材料，找了很多教案和材料作参考，了解到教学的重点和难点，确定课堂教学形式和方法。然后根据课堂教学需要，用百度网（https://www.doczj.com/doc/b215891832.html,）上搜索打电话动画视频，让学生深入理解文章内容，培养学生分析理解能力。通过百度（https://www.doczj.com/doc/b215891832.html,）在网上搜索一些关于本单元的文字资料和图片资料，做成PPT 课堂给同学们演示，便于学生直观形象感受文本，理解文章内容。 【学习目标】 １．识记并运用词汇：friendship, hold, whether, personal等. ２．理解并运用短语：hold the line, right now, whether…or not等. ３．掌握并运用句型： （1）Can you tell me where you’re from? （2）Do you know if sally Maxwell has arrived? （3）I asked your secretary whether she could come or not. 4．情感目标 通过中外两个学生的问候对话，加深中外之间的友谊，同时教育学生要乐于助人，珍惜友谊，培养学生互相关爱的情感，学会爱人和关心人。 【教学重难点】
八下 M1 1.n.收集 2.v.收集 3.收拾 4.收拾 5.娃娃 6.扇子 7.邮票 8.不整洁的 9.最少的 10.占用 11.一直 12.对。。。感兴趣13．采访 14.噢 15.如同 16.山地自行车运动 17.排球 18.驾驶帆船 19.有创造力的 20.懒惰的 21.有用的 22.发展 23.技巧 24.营地 25.并且 26.活动 27.比如 28.讨论会 29.职业的 30.想想 31高中 32.十几岁的 33.十几岁的青少年 34.出版 35.结果 36.结果 37.快乐 38.成功，胜利 39.应该 40.创造 41.成功M2 1.友谊 2.拿 3.等一下 4.现在 5.是否 6.是否 7.是否 8.个人的 9.同班同学 10.事实上 11.公共的 12.几个 13.亲戚 14.近的 15.外国人 16.觉得 17.顺便说 18.礼物 19.初中 20.遥远的 21.孤独的 22.害怕的 23.害怕做。。。 24.和。。。交朋友 25.任何人 26.大笑 27.担心 28.担心 29.通常的 30.在那时 31.通过 32.触摸 33.明亮的 34.一天天的 35.有关系，事件 36.认为 37.开始 38.心脏 M3 1.小心 2.赢
3.新闻播报员 4.报道 5.新闻记者 6.得分 7.每个人 8.提及 9.不客气。 10.准备 11.得分（进球） 12.憎恨 13.嘘 14.向下看 15.解释 16.声音 17.看起来 18.要。。。 19.听众 20.周刊 21.停止播音 22.文章 23.麦克风 24.玻璃 25.声音 26.检查 27.播音员 28.亲自 M4 1.按 2.按钮 3.介绍 4.录像 5.录像机 6.复制 7.内存 8.打开 9.爱尔兰的 10.借出 11.录音机 12.秒 13.录音重放 14.赶快 15.女士 16.先生17.咬 18.挽救某人的生命 19.盘子，一道菜 20.出现 21.隐藏 22.冷静的 23.胸膛 24.刺痛 25.失常的 26.药物 27.建议 28.关上赏 29.文本 30.手机电子贺卡 31.痛 M5 1.机会 2.能够 3.能 4.打败 5.羞耻 6.憾事 7.拒绝 8.警告 9.一起 10.独奏 11.在。。。结束时 12.宁可 13.最后的 14.练习 15.惩罚 16.如此 17.考试 18.事实 19.证明 20.诚实的 21.到。。。之上 22.拿走 23.极坏的 24.至少 25.零用钱 26.毕竟 27.帮助某人做某事
Module 1 Unit 1 It smells delicious 3 listen and read. What a delicious smell! Your pizza looks so nice. Tony: Mm…Betty: Thanks! Would you like to try some? Tony: Yes, please, it looks lovely, it smells delicious, and mm, it tastes good. that on top? Darning: What's , s cheese. Do you want to try a piece? Betty: Oh'thatt smell fresh. It smells too strong and it tastes a bit sour. 't like cheese. It doesn'm afraid I don'Darning: Ugh! No, thanks. IBetty: Well, my chocolate cookies are done now. Have a try! Darning: Thanks! They taste really sweet and they feel soft in the middle. Tony: Are you cooking lots of different things? You look very busy! m making an apple pie and a cake. There's some pizza and some cookies, and now I'Betty: Yes, I am! Darning: Apple pie sounds nice, I have a sweet tooth, you know. Shall I get the sugar? Betty: Yes, please. Oh, are you sure that's sugar? Taste it first. It might be salt! , it's OK. It tastes sweet. It's sugar. Darning: NoTony: What's this? It tastes sweet too. Betty: That's strawberry jam, for the cake. Darning: Good, everything tastes so sweet! It's my lucky day! Unit 2 I feel nervous when I speak Chinese. 2 Read Sally's email and find out which is her picture. FROM: Sally TO: Lingling SUBJECT: Re: Welcome to China. Hi Lingling, Thanks for your last message. It was great to hear from you, and I can't wait to meet you. 1 hope you will know me from my photo when I 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 my warm coat. I've got your photo —you look very pretty. So I'm sure we'll find each other! Thanks for telling me about your hobbies. You sound just like me! I spend a lot of time playing classical music with my friends at school, but I also like dance music —I love dancing! I enjoy sports as well, especially tennis. My brother is in the school tennis team —I'm very proud of him! He's good at everything, but I'm not. Sometimes I get bad marks at school, and I feel sad. I should work harder. You asked me, “How do you feel about coming to China?”Well, I often feel a bit sad at first 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 in a few days. I'm always sorry when I don't know how to do things in the right way, so please help me when I'm with you in China! Oh, I'm afraid of flying too. But I can't tell you how excited I am about going to China! See you next week! Love, Sally Module 2 Unit 1 I've also entered lots of speaking competitions. 3 Listen and read. Tony: Hi, Lingling. What are you doing?
外研版八年级英语下册重点知识点 Module 1 语法：系动词:一是(be: am ,is ,are ,been ,was ,were),一觉得(feel),一好像(seem),一保持(keep) ,三变化(turn, become, get ),四起来(smell, sound ,look ,taste),后跟形容词. 知识点：1.would like =want , would like to do sth=want to do sth . 想要做某事 would like sb. to do sth .=want sb. to do sth 想要某人做某事 would you like ...? 其后用some 不用any . 句子:Would you like to do sth . 肯定回答:Yes ,please ./sure ,thanks ./Yes ,I’d like to./Yes ,I’d love to 否定回答:No, thanks ./Sorry ,I’m afraid I can’t . 2.try to do sth .尽力做某事;试图做某事;设法做某事,但不一定成功.否定式:try not to do sth. try doing sth .试着做某事,看看会发生什么情况. have a try 试一试 3.a bit 与a little 1)两者修饰动词,形容词,副词或比较级, 2)a little 可以直接修饰不可数名词,相当于a bit of 4.have a try 试试看, have a look 看一看have a headache头疼have a rest 休息 have a meeting 开会have a good time 玩得愉快have a fever发烧 5.lots of =a lot of 很多,大量,常用于肯定句中.既可修饰可数相当于many , 又可修饰不可数,相当于much . a lot 相当于very much ,多与动词连用,修饰形容词,副词的比较级. 6.提出建议:1)Let’s do sth.让我们做…吧. 2)How about /what about doing sth ?做..怎么样 3)Why not do sth ?为什么不…? 4)Would you like to do …?你愿意做….吗? 5)Shall we do …?我们做…好吗? 6)You’d better(not) do ..你最好(不)做某事. 7.Thanks for sth. =Thank you for sth. 因…而感谢.后V+ing . Thanks to 幸亏,由于,归功于. 8.leave a message留个口信, take/have a message for sb.给某人带个口信. 9.hear from sb.=get /receive a letter from sb . 收到…的来信hear about /of 得悉,听说 Hear out 听完hear to 同意 10.can’t wait to do sth .迫不及待做某事wait for 等候…,后接等待的对象,名词或代词
外研版英语八年级教案 外研版英语八年级教案1 【学习目标】 1.知识目标：学习反义疑问句的用法 2.技能目标：提高学生的听说以及闲聊在英语表达中的定义和操练。 3.情感目标：了解聊天的文化知识。 【重点、难点】 掌握反义疑问句的运用。 【导学指导】 温故知新复习短语 go swimming 去游泳wait in line 排队hate doing sth. 讨厌做某事 So am / do I 我也是。 It looks like rain 看上去要下雨了。 wait for the bus/ train 等车be late for/to 迟到
I hope so/not. 我希望如此/我不希望这样。 自主互助学习 1、学生观察1a中的图片相互提问：A:what can you see in picture 1? B: I can see……. A:What are they doing? B: They are …….(学生通过相互提问熟悉图画内容，为听力做准备。) 2、教师让学生归纳1a-2c中所出现的反意疑问句，让学生观察、总结反意疑问句的构成。知识剖析: 反意疑问句要点简述反意疑问句又叫附加疑问句，是在陈述句后，对陈述句所叙述的事实提出的疑问。 其基本结构有两种：一是“肯定陈述句+简略否定问句”; 二是“否定陈述句+简略肯定问句”。 反意疑问句的前后两部分在时态、人称和数上都要保持一致。 如：It looks like rain, doesn’t it? He doesn’t need to work so late, does he? 几种特殊情况：
最新外研版英语八年级下册知识点总结 Module 1 Feelings and impressions Unit 1 1. What a delicious smell? Smell:一股气味（可数名词） _____ good advice! It’s so helpful to us. (wh at / How) _____ interesting the story is! (What / How) 2. nice:adj. 美味的，友好的，令人愉快的 nice weather: 好天气 be nice to sb.:对某人友好 a nice trip: 一次令人愉快的旅行 The cookie tastes nice. 这块饼干尝起来美味。 3. would like 比want 语气更委婉。 ----Would you like to stay here with us? ---- Yes, I’d like / love to. 4. lovely: 令人愉快的，可爱的修饰人或物 a lovely afternoon / girl lively: 活泼的，生动的 a lively lesson:一堂生动的课 5. I’m afraid that + 从句: 恐怕（表示歉意或让对方失望的情况）I’m afraid that I can’t come to your party tomorrow. 6. 1) a bit = a little:有点儿，有点后接/形容词/副词形容词/副词的比较级 I feel a bit thirsty now. After the rain, people feel a bit / a little cooler. 2) a little + 不可数名词： There is a little time left. a bit of + 不可数名词： There is a bit of water in the bottle. 7. have a try: 试一试 have a / an + 名词 have a swim:游泳 have a break:休息 have a shower:洗沐浴 8. I have a sweet tooth. 我喜欢吃甜食。 9. be done: 做好了，完成了done: adj. 做好了的，完成了 10. be sure + 从句：Are you sure what you said? Be sure of / about sth.: 对……确信 I’m sure of / about the telephone number. be sure (not) to do. Sth.: 确保/ 务必（不）做某事 Be sure not to miss the early bus. 11. lucky day:幸运日 You’re a lucky boy. 你是一个幸运儿。 Good luck to you. 祝你好运。 Unit 2 1. thanks for = thank you for: 因……而感谢你 Thank you for your help. Thank you for sending me photos. 2. message: 口信、信息（可数名词） take a message:捎个口信 leave a message:留信 Information: 信息（不可数名词） a piece of information , some information 3. hear from sb. = get / receive a letter from sb. : 收到某人的来信 I heard from my uncle last week. = I got / received a letter from my uncle last week. 4. can’t wait to do sth. : 等不及/ 迫不及待做某事 I can’t wait to open the present. 5. quite: 1) quite a / an + 形容词+ 名词 quite a nice boy:一个相当好的男孩。 2) quite 修饰动词时放在动词前 He quite likes maths. 他很喜欢数学。 very: 1) a very + 形容词+ 名词 a very nice boy 2) very 与much合在一起修饰动词时，位于句末。 He likes English very much. 6. sound like: 听起来（像） The music sounds very beautiful. 7. 1) sb. spend some time/money (in) doing sth.:某人花费时间/钱做某事 Don’t spend too much time (in) playing computer games. 2) sb. spend some time / money on sth. :某人花时间/ 钱在某事/某物上 I spent ten yuan on this book. Many people spned their free time on their hobbies. 8. be proud of sb. / sth. : 以某人/ 某事为自豪 Parents are proud of their children. We’re proud of our country. 9. be good at sth. / doing sth. = do well in sth. / doing sth. 擅长某事/ 做某事 I’m good at English / swimming. = I do well in English / swimming. 10. How do you feel about… ？ = What do you think of …？ = How do you like… ？ How do you feel about the film? = What do you think of the film? 11. in: 在多久之后，常用于将来时，对其提问用how soon --- How soon will you leave Beijing? --- I’ll come back in three days.
Module 1 Feelings and impressions Unit 1 It smells delicious. 1 Listen and number the pictures. 1 Lingling: Guess what it is! 玲玲:猜猜它是什么！ Betty: It tastes sweet. Is it a cookie? 贝蒂:它尝起来很甜。是小甜饼吗？ 2 Daming: Ugh! This milk smells sour. 大明:呃！这牛奶闻起来酸了。 Ton y: Don’t drink it. 托尼:别喝了。 3 Betty: This bed feels a bit soft. 贝蒂:这张床摸起来有点儿软。 Lingling: Try a harder bed. 玲玲:试一张硬点儿的。 4 Lingling: Tom looks very strong! 玲玲:汤姆看起来很强壮！ Daming: Yes. He does a lot of exercise. 大明:是的。他做很多运动。 2 Listen again and complete the sentences. 1 Lingling: Guess what it is! 玲玲:猜猜它是什么！ Betty: It tastes sweet. Is it a cookie? 贝蒂:它尝起来很甜。是小甜饼吗？ 2 Daming: Ugh! This milk smells sour. 大明:呃！这牛奶闻起来酸了。 Tony: Don’t drink it. 托尼:别喝了。 3 Betty: This bed feels a bit soft. 贝蒂:这张床摸起来有点儿软。 Lingling: Try a harder bed. 玲玲:试一张硬点儿的。 4
Moudle 1 1、系动词+形容词/名词 2、have a try 尝一尝；试试看 3、 have a sweet tooth 喜欢吃甜食 4、 a lot of pretty of 大量的 5、 be proud of 为….而感到骄傲 6、take part in 参加；加入 7、Would you like to try some？ =Do you want to try a piece？ 你想要尝一点吗？ 8、 a bit sour 有点儿酸 9、 in the middle 在…中部 10、Shall I do…. …好吗？ 11、（not） be sure （不）确信 12、what’s the matter with you？ =what’s wrong with you？ =what’s the trouble with you？ 你怎么了？ 13、worry about 担心 be worried about担心某人或某物 14、hear from sb 收到某人的来信 15、be great to do sth 高兴做某事 16、arrive at/in=reach=get to 到达 17、each other 互相 18、thanks for doing sth 感谢做某事 19、sound like 听起来像 20、sb spent st doing sth 某人花费一些时间做某事 21、as well 也（用于句末） 22、be good at + 名词/动名词 擅长于… 23、for a few days 持续今天时间 in a few days 在几天后 24、How/What about doing 25、at first 起初 26、in the right way 正确的途径 27、sb can’t wait to do sth 某人等不及做某事 28、wait for sb 等待某人 29、be like 人怎么样（问品格） look like = do（es）like长得怎样 30、talk with sb 和某人谈话 31、can/should do sth 32、one of + 名词复数…其中之一
外研版八年级英语教案 篇一：2014秋新外研版八年级英语上册全册教案 2014秋新外研版八年级英语上册全册教案 module 1教案 Unit 2教案 篇二：外研版初中英语八年级下册全册教案 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 Hobbies
Period 1: Listening and Vocabulary Pronunciation and Speaking Teaching 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, interview 2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability. Teaching Aids: MultiMedia (or Tape recorder, OHP) Teaching Procedures: 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。 1. List the hobbies of the family members’.
最新外研版英语八年级下册知识点总结 Feeli ngs and impressi ons Module 1 Unit 1 1. What a_delicious smell? Smell: 一股气味（可数名词） _____ g ood advice! It ' s so helpful to us. （what / How） _____ i n terest ing the story is! （What / How） 2. nice:adj.美味的，友好的，令人愉快的 nice weather: 好天气be nice to sb.:对某人友好 a nice trip: 一次令人愉快的旅 行 The cookie tastes ni ce.这块饼干尝起来美味。 3. would like 比want语气更委婉。 ----Would you like to stay here with us? ----Yes, I ' d like / love to. 4. lovely:令人愉快的，可爱的修饰人或物a lovely afternoon / girl lively:活泼的，生动的a lively lesson: —堂生动的课 5. I ' m afraid that从句：恐怕（表示歉意或让对方失望的情况） I ' m afraid that I can ' t come to your party tomorrow. 6. 1） a bit = a little:有点儿，有点后接/形容词/副词 \形容词/副词的比较级 I feel a bit thirsty now. After the rain, people feel a bit / a little cooler. 2） a little + 不可数名词：There is a little time left. a bit of + 不可数名词：There Is a bit of water in thebottle. 7. have a try: 试一试have a / an + 名词 have a swim:游泳have a break:休息have a shower:洗沐浴 8. I have a sweet tooth. 我喜欢吃甜食。 9. be done:做好了，完成了done: adj.做好了的，完成了 10. be sure + 从句：Are you sure what you said? Be sure of / about sth.: 对 ... 确信I ' m sure of / about the teleph one nu mber. be sure （not） to do. Sth.:确保/ 务必（不）做某事Be sure not to miss the early bus. 11. lucky day:幸运日You' re a lucky boy.你是一个幸运儿。Good luck to you.祝你好运。 Unit 2 1. tha nks for = tha nk you for: 因.... 而感谢你 Thank you for / your help. \ sending me phots. 2. message: 口信、信息（可数名词）take a message:捎个口信leave a message留信 In formati on: 信息（不可数名词） a piece of in formatio n , some in formatio n 3. hear from sb. = get / receive a letter from sb.: 收至U某人的来信 I heard from my uncle last week. = I got / received a letter from my uncle last week.
2014外研版初中八年级英语下册课文 Module 1 Feelings and impressions Unit 1 It smells delicious. Tony: Mm…What a delicious smell! Your pizza looks so nice. Betty: Thanks! Would you like to try some? Tony: Yes, please. It looks lovely, it smells delicious, and mm, it tastes good. Daming: What’s that on top? Betty: Oh, that’s cheese. Do you want to try a piece? Daming: Ugh! No, thanks. I’m afraid I don’t like cheese. It doesn’t smell fresh. It sme lls too strong and it tastes a bit sour. Betty: Well, my chocolate cookies are done now. Have a try! Daming: Thanks! They taste really sweet and they feel soft in the middle. Tony: Are you cooking lots of different things? You look very busy! Betty: Yes, I am! There’s some pizza and some cookies, and now I’m making an apple pie. Daming: Apple pie sounds nice. I have a sweet tooth, you know. Shall I get the sugar? Betty: Yes, please. Oh, are you sure that’s sugar? Taste it first. It might be salt. Daming: No, it’s OK. It tastes sweet. It’s sugar. Tony: What’s this? It tastes sweet too. Betty: That’s strawberry jam, for the cake. Daming: Good, everything tastes so sweet! It’s my lucky day! Questions: 1. Does Tony’s pizza taste good? _______________________________________________________________________________ 2. Why doesn’t Daming like the cheese? _______________________________________________________________________________ 3. What’s Betty doing? _______________________________________________________________________________ 4. Who has a sweet tooth? _______________________________________________________________________________