新外研版八年级英语下册Module 4 Unit 3 Language in use精品课件

外研版八年级下册Module 4 Unit 3Language in use 教案Module 4 Seeing the doctorUnit 3 Language in use (1)一、教学目标1. 能够灵活运用本模块的重点单词和短语：cough, fever, headache, stomach ache, toothache, ill, this, since, cold, catch a cold, take sb’s temperature, fast food, health, well, heart, active, pet, member, take part (in sth.), sleepy, then, daily, weak, exercise等。

2. 学习本模块的重点句子：I haven’t done much exercise since I got my computer last year.I have had him for three months now.Since then, it has become part of my life.总结和巩固以since和for引导时间状语的现在完成时态；能够区分延续性和短暂性动词。

能够听懂关于健康生活习惯的表述并提取细节信息。

能够读懂关于饮食和运动习惯的短文。

二、教学重点及难点重点：1. 掌握本模块的单词和短语。

2. 总结和巩固以since和for引导时间状语的现在完成时态。

难点：通过各种形式的活动和练习使学生更好地掌握现在完成时。

三、教学准备1. 多媒体设备和课件；2. 教学光盘。

四、教学过程Step Ⅰ Warming-upLook, read and find.(1) Show some groups of sentences to the Ss. (Each group has two sentences: one is a sentence that uses the past simple, the other is a sentence that uses the present perfect.)(2) Ask Ss to work in groups and find what the differences are between the two kinds of sentences, pay attention to the words in red.设计意图：通过读句子，观察句子之间的区别，引出今天要学习的语法知识。

Unit 3Language in useⅠ.用括号内所给单词的适当形式填空1.The (much) exercise I do, the (strong) I am.2.I’m very busy these days. It’s better (visit) my aunt next week.3.The fourth (choose) is by plane and it’s the (fast) of all.4.The girl writes the (careful) of us three. So we should learn from her.5.Tom is the (two) tallest boy in our class and Jim is the tallest.Ⅱ.用方框中所给短语的适当形式填空6.Many people choose to to get there.7.The park every May Day.8.My friend lives a little his office, so he always goes to work by bus.9.—The photo makes me think of the trip to Hangzhou last year.—Yeah, we there.10.—I feel less tired after a night’s good sleep.—Yeah, sleeping is relax.Ⅲ.根据括号内所给英文提示语将下列句子翻译成英语11.北京到上海有多远?(from…to)12.放学后打篮球怎么样?(what about)13.坐公交车和坐地铁一样吗?(the same as)14.你应当在放假前预订机票。

(book)15.你为什么一直笑个不停?(all the time)Ⅳ.单项填空()16.[2020·哈尔滨]—Sarah, I’m a very slow reader. Could you give me some advice to improve my reading speed?—Well, keep on reading something you enjoy. The more you read, you’ll be.A.the slowerB.the fresherC.the faster()17.There was noise outside that we couldn’t pay attention to our study.A.so manyB.so muchC.too manyD.much too()18.I didn’t go to the mountains the bad weather.A.becauseB.thoughC.because ofD.because for()19.I feel tired. However, I can hold on.A.a lot ofB.a bit ofC.lots ofD.a bit()20.—I can’t find my ID card anywhere. What should I do?—You can go to the lost and found office.A.Don’t worry.e on!C.Look out!D.Don’t mention it.Ⅴ.短文填空阅读下面短文,用括号内所给单词的正确形式填空,使短文内容完整、通顺。

外研版八年级下册教案：Module 4 Unit 3Module 4 Seeing the doctorUnit 3 Language in use教学目标Knowledge objective:Get the students to be able to use the key vocabulary and new words they learn in this unitAbility objective:To summarize and consolidate the present perfect tense.Moral objective:To be glad to listen to others’ experiences and give others some advice.教学重点To be able to write what exercise is the most suitable for you.教学难点Through listening, speaking and writing, let students practise the present perfect tense.Teaching Procedures:Ask students to think of three situations in their lives that started in the past and still continue. Tell them to write them down. For example:I live near my grandparents.I study at this school.I haven't seen my glasses.Read the sentences in the box as a class and ask students to tell you what "for" and "since" mean.Ask students to rewrite their three situations, using the present perfect and "for" or "since", so that they can tell people how long this situation has been happening. For example, I’ve lived near my grandparents since I was born./ I’ve studied at this school for many years./I haven't seen my glasses since the weekend.Monitor and help as necessary. Then ask three or four students to write some of their sentences on the board as examples.For for three weeks, for five minutes, for three centuries^ since + (when the situation started); since winter, since my birthday, since this morningRead the questions to the students. Then ask them to listen and repeat. Help with pronunciation and intonation as appropriate.1. Work in pairs. Ask and answer the questionsHave students read the questions and write their answers, using complete sentences. Monitor asnecessary.Put students in pairs to take turns asking and answering the questions. Ask individual students to report to the class about their partner's answers.2. Complete the questionnaire about healthy living. Use since or for where necessary.Have students read the questions and think about their answers for a minute.Tell students to write their answers using "since" or "for" wherever appropriate.Have students compare answers with their desk partner and correct each other's spelling and grammar. Ask them to focus on the correct use of "since" and "for" in particular. 'Put students with a different partner to take turns asking and answering the questions.Ask students to report back to the class about their partner's answers to the questionnaire.plete the sentences.Put students in pairs.Tell them to read the short dialogues and decide how many of them could be at the doctor's.Check ideas as a class.Ask pairs to complete the conversations with words in the correct form, using the time expressions to help. Tell them all the words are "have + participle" forms.Check answers as a class.1).been/felt 2). seen 3). walked 4). been 5). have; had4. Complete the passage with the words and expressions in the box. Play a vocabulary game (see "Methodology tip" below) to review the words and expressions in the box.After reviewing the words and expressions in the box, put students in pairs to complete the text.Check as a whole class.1) well 2) coughs 3) exercise 4) last food 5 )weak 6) cold 7) stomach ache5. Complete the conversation with the sentences in the box.Have students read the conversation and complete it with the sentences in the box. Tell them to refer to Darning's conversation with his doctor in Unit 1 if necessary.Have students compare answers with a partner. Check answers as a whole class.Work in pairs. Read out the conversationPut students in pairs to practise the conversation between Bill and his doctor. Set a time limit of five minutes.Ask volunteers to perform for the class.If you wish, ask students to role-play the conversation without referring too closely to the script, making any small changes they like.1). Can I help vou2). How long have you been like this3). That’s that.4). What's wrong with me6. Read the passage and match the problems with the advice.Tell students to cover the passage. Read the three pieces of advice given below the passage, either as a class or individually.Using the advice as clues, ask students to guess what the problems are. Write their ideas on the board.Play the recording for students to listen to and try to match the problems with the advice.Have students then read the three problems and check their answers. Allow them to compare answers with their partner before checking as a whole class.Ask students to read the problems and advice again and tell you if there are any new words.Check meanings using a dictionary or by looking at the context.Work in pairs. Do you have similar problems Talk about your advice. Ask students to think of a problem they have (tell them they can make one up), with what they eat or with how much time they spend on the computer or on video games. Encourage them to use their imagination. Ask them to write down the problem and help with any words they mayneed.Put students in small groups to take turns explaining their problem and then asking for and giving advice.Ask a member of each group to report to the class about some of the problems and the advice they gave in their groups.Discuss the advice as a class.1) --- b; 2) --- a; 3) --- c7. Listen and complete the passage.Make sure the students read the passage carefully before listening so they know exactly what they will be listening for.As a class, discuss what kind of words students will need to use to complete each gap,Play the recording for students to listen to and complete the sentences. Play the recording twice if needed.Allow students to compare answers with their desk partner before playing the recording one more time.Check answers as a whole class.1). awful 2). very tired 3). three days 4). headache5). stomach ache 6). drink more water 7). three times 8). stay in bedAround the worldRead the passage with the class. Ask them to find words with meaningsrelated to health. Check students know the meaning of these words. Discuss with the class how important they think the work of the WHO is. Find out if they think it would be good to work for the WHO or not.Ask students to close their books and, with their desk partner, try to remember as much as possible about the passage.Elicit as much information about the passage as possible from the class and write it on the board.Allow students to read the passage again to check if the class has forgotten any information.Module taskDoing a survey to find the most suitable exercise for you.8. Work in groups. Do a survey to find what exercise your group members do and the effects.Tell students they are going to do a survey. Ask them to read the questions and predict the most popular answer to each, writing their answers down on apiece of paperHave students keep their predicted answers secret and hand them to you. Ask students to make a table to write the results of their survey.Divide the class into four or five groups. Tell them to ask the questions within the group and note down the answers.When they have finished, form new groups of four or five by taking one student from each of the groups and putting them together. Tell them toexchange information to complete the class picture.Still working in their groups of four or five, students write a paragraph summarising their class's answers to the questions. Collect the paragraphs and make an information poster. Ask a student to illustrate the poster with a graph.9. Decide what exercise Is the most suitable for you.Have students look at the different types of exercise their classmates named in the class survey.Tell them to choose the type of exercise they think is the most suitable for them and think of reasons.Tell student to write two or three sentences explaining their choice. 10. Talk about you’re your decision and your decision and your reasons with the rest of the class.Ask individual students to read out their sentences.教学反思：___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________。

MODULE 4 EducationPart 1: Teaching design第一部分教学设计Unit 3 Language in use■Hello, class! Do you know how long I have studied English? Y ou are wrong. I have studied English for twenty years. I started learning English since 1985.Now go to Unit 3 on page 29. Y ou have to go on with your English learning.■Language practice1 Complete the chart.2 Listen and choose the correct answers.3 Write questions. Use How long have / has…？6 Work with a partner. Write a short conversation．Use these questions and invent your ownNow act out your conversation for the class.8 Complete the passage about Project Hope. Use the correct form of the words in the box. On page 32 is an uncompleted passage, Read it and complete it using the correct form of the10 Replace the numbers in the passage with words.■Around the worldNow we shall go around the world. Please listen to the passage first, paying attention to the pronunciation, stress, and the intonation of the native speakers.For the second listening, try to read aloud the passage to the tape while listening.Now let’s go on to read the passage Oxfam. While reading try to cut(断句)/ the sentences into parts, blacken（涂黑）the predicates, shade（加影）the connectives and underline （划线）Module task →Writing a leaflet to raise money for Hope Schools11 Work in groups. Make a list of three things Project Hope can do with your money.What Project Hope can do for you with your money? Work in groups of four and make a list ofThink about these questions:Who is the leaflet for?Why are you writing it?What is the main idea?13 Put your leaflet somewhere for everyone to see.。

外研版英语（新标准）⼋年级下册教案（全册）外研版英语（新标准）⼋年级下册教案Module 1 Feelings and impressions⼀、学习⽬标:A. 单词和短语：smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for, favorite, ear, glasses, jeans, nervous, fair, pretty, proud, be proud of , stranger, message, sb. can’t wait, hobby, at school, in, mark, loveB. 交际⽤语：1. I’m afraid…2. Have a try!3. It’s my lucky day!4. It smells too strong and it tastes a bit sour.5. They taste really sweet and they feel soft in the middle.6. —Do you like bananas?—Yes, I do. They taste delicious. Do you like flowers?7. It tastes good.8. It doesn’t smell fresh.9. You look very pretty.10. I get bad marks at school, and I feel sad.11. I often feel a bit sad at first when I leave my mum and dad for a few days.12. I’m quite shy when I’m with stranger.13. I feel nervous when I speak Chinese.14. I’m always sorry when I don’t know how to do things in the right way.15. I’m afraid of flying.⼆. 教学⽬标1. Function: Describing feelings and impressions.2. Structure: Sense verbs: feel, look, sound, smell, taste, adjectives3. Skills:1) Listening for specific information; matching sentences with pictures.2) Talking about likes and dislike.3) Reading and understanding behavior of characters; finding specific information4) Writing a description of a classmate.4. Around the world: Polite expressions5. Task: Writing a description of a classmate.三、重点及难点:Sense verbs: feel, look, sound, smell, taste, adjectives四、教学设计:Unit 1 It smells delicious.ⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢTeaching aims1. To listen and understand sentences with sense verbs.2. To understand the conversation.3. To learn to use sense verbs.ⅣTeaching Objectives1. Key vocabulary: smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for,favorite, ear2. Key structures: Sense verbs: feel, look, sound, smell, taste, adjectivesⅤTeaching aidsTape recorder, OHP, videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures to introduce the sense verbs.2. Show some pictures to introduce the new words.3. Learn the new words.Step 2 Listen and number the pictures.1. Ask the students to read the word and expressions in Activity 1.2. Ask the students to look at the pictures in Activity 1 carefully.3. Listen and number the pictures.4. Ask the students to check their answer with a partner.5. Call back the answer from the whole class and check the answer.Step 3 Listen again and complete the sentences.1. Ask the students to read the word and expressions in Activity2.1) The cookie tastes sweet.2) The milk _____________.3) This bed _____________.4) Tom ______________.2 Listen again and complete the sentences.3. Ask the students to check their answer with a partner.4. Call back the answer from the whole class and check the answer.Keys: 1. tastes sweet 2. smells sour 3. feel a bit soft 4. looks very strong Step 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Learn “Everyday English”I’m afraid…Have a try!It’s my lucky day!7. Now check (√) what Betty is making in Activity 3.8. Ask the students to check their answer with a partner.9. Call back the answer from the whole class and check the answer.Step 5 Complete the sentences with the words in the box.1. Ask the students to read the words in the box in Activity 4.2. Ask the students to read through the sentences in Activity 4.1) I bought a large chocolate cake, because I love _____________ food.2) Dried fish has a _____________ taste. You don’t need much of it in the dish.3) She does not put ______________ in tea because she does not like sweet tea4) The milk has gone ______________ overnight, so we cannot drink it.5) The bed feels ________________ and comfortable.6) Apple pie sounds _____________. It is my favourite.3. Complete the sentences with the words in the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1.sweet 2. strong 3. sugar 4. sour 5. soft 6. lovely6. Read the sentences together.Step 6 Complete the table in Activity 5.1. Ask the students to read the words in Activities1-4.2. Complete the table with the words in the boxes in Activities 1 and 4.3. Check with a partner.4. Call back the answers from the whole class.Step 7Pronunciation and speaking1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) It smells too strong and it tastes a bit sour.2) They taste really sweet and they feel soft in the middle.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 8 Work in pairs.1. Ask and answer about the things in the box.2. Say why you like or do not like them.—Do you like bananas?—Yes, I do. They taste delicious. Do you like flowers?Step 9 Grammar感官系动词：英语动词中，有的后⾯要接名词或代词等作宾语，有的单独作谓语，⽽有的后⾯要接形容词或名词等作主语的补充成分。

UNIT 3 Language in useLanguage practiceRead through the example sentences in the box with the whole class.Ask them what the highlighted phrases and words illustrate (the present simple and imperative forms of the verbs)1. Complete the sentences with the correct form of the words.Read the example with the whole class so they understand what to do.Ask them to complete the activity individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. want; choose2. buy; get3. doesn’t come; wait4. want; save5. doesn’t work; wait; try6. need; use7. don’t know; read8. don’t like; turn2. Write instructions.Read the example with the whole class so they understand what to do.Ask them to complete the activity individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. If you want to record, press the red button.2. If you want to send a text message, use a mobile phone.3. If you like the pictures, save them on the computer.4. If you want to find out how it works, read the instructions.5. If you want to see the photos, look on the website.3. Work in pairs. Ask and answer.Read through the example with the whole class so they understand what to do.Ask them to work in pairs them to practice the conversations.Circulate and monitor their production.4. Complete the passage with the correct form of the words in the box.Read through the words in the box with the whole class, having them repeat chorallyand individually if necessary.Connect and instruction don’t have the stress on the first syllable.Ask them to complete the activity individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. instructions2. button3. turn on4. light5. play back6. memory7. copy 8. connect 9. Choose 10. symbol5. Listen and check () the true sentences.Ask the students to read through the instructions to themselves.Play the recording through once while they just listen and focus.Play it again for them to answer; then they can check with a partner.Play it once more for them to complete, check and correct.Call back the answers from the whole class in the correct order.Answers1. ╳2. ╳3. √4. √5. ╳6. √Typescript:Man: Hello, can I help you?Woman: Yes, please. I want to buy a mobile phone, but I don’t know which one to get. How can I choose the best phone?Man: First, you need to decide what you want it for.Woman: That's easy! I want to call my friends, and I don't want to look for a public telephone.Man: If you only want to make telephone calls, you only need a simple phone. Woman: Oh, well, I want to send text messages, too. I love sending text messages.Man: That's not a problem. All mobile phones can send text messages.Woman: Why are some phones more expensive than others?Man: Well, that’s because you can use them to take photos, too.Woman: That sounds useful.Man: And you can save music on some phones.Woman: Wow! That's the phone I want.Man: Well, have a look at this one …6. Read the advertisement and answer the questions.Ask them to complete the activity individually, then check with a partner.Call back the answers from the whole class, having one student ask a question and another answer it.Answers1. Send a photo and a message to Moby card.2. It will print the photo.3. It will put the message on the back of the picture.4. (My friend will receive) a postcard.7. Complete the passage with the correct form of the phrases in the box.Read through the phrases in the box with the whole class; if you wish, have them repeat them chorally and individually.Ask them to complete the activity individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. kind of2. take a photo3. picked up4. come on5. turned; on6. saved my lifeAround the World: An Internet caféRead through the passage with the class.Ask some questions (Who uses internet cafes? When did the first one open? Where did it open? How many are there now?).ExtensionAsk about internet cafés in China – have they seen / used one, where, when, why? Module task: Writing instructions8. Work in groups. Write instructions for how to do one of the following:Read through the instructions with the whole class.Put the students into groups of three or four to make their decisions.9. Plan and write your instructions.Read through these instructions, then ask the students to produce their instructions. Decide if you want to do this as class-work or homework.You may wish to give them a piece of A3 paper on which to produce the instructions. ExtensionPut groups together to exchange their instructions and discuss how easy they are to follow.Have some groups read out their instructions to the whole class.Make a display of the instructions.。

Module 3 Journey to space Unit 3 Language in use续表4. Let the students do Activitythen check the answers.description of each one and give the poster a title. Let them put their posters up for theirclassmates to see after finishing. 4. Let students share their compositions in groups. 5. Choose some good compositions and share them in class.write a description of each one and give the poster a title. Put their posters up for their classmates to see after finishing.4. Choose the best poster.上, 能够通过书面表达进一步巩固所学的内容。

续表before, so it’s his first time.5. Have you _____been to the Great Wall? Ⅱ. 用所给词的适当形式填空1. Lucy _________(go) to the park. She isn’t at home.2. Scientists _______ (discover) many other galaxies since a long time ago.3. A big storm made it _________(possible) for us to go out.4. There _________ (be)many people since ten o’clock this morning.5. —Where is Miss Li? I can’t find her.—She _________(go) to the mountains to teach the poor children. Ⅲ. 单项选择1. —What does Mr Ma do? —He is a driver. He _________a car for over thirty years.A. driversB. is独立完成检测练习, 进行自我评价。

Unit 3 Language in use 教案【教学目标】Knowledge objectiveGet the students to be able to know the new words and expressions they learnt in this partTo summarize and consolidate the present perfect tense【教学重点】巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆【教学难点】listening, skimming and scanning【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 RevisionShow some pictures to review the text of Unit 1 and Unit 2.Step 2 Complete the questionnaireAccording to your experience to complete the questionnaire about healthy living. Use since or for where necessary.Healthy Living Questionnaire1 What kind of exercise do you do?________________________________________________________________________________2 How long have you done this kind of exercise?________________________________________________________________________________3 Do you play in a school sports team?________________________________________________________________________________4 If yes, how long have you played in the team?________________________________________________________________________________Step 3 Complete the sentences.Read the sentences carefully and complete the sentences.1 -I fell ill two days ago.-So you’ve ____ ill for two days?2 -I saw the doctor three days ago.-So you haven’t _____ her in the last three days?3 -I’ll walk to school for the first time tomorrow.-So you’ve never _______ to school before?Keys: been/felt, seen, walkedStep 4 Complete the passage with the words and expression in the box.Read the passage carefully and fill in the blanks.For a long time John did not feel (1) ______. He often had (2) _______ and colds. He went to see a doctor. The doctor told him to take more (3) _______ and stop eating (4) _______. So he started riding a bike to school. At first, he felt tired and (5) ______. Then he got fitter and started enjoying it. Since he started riding a bike, he has not had a(n) (6) ____ and he has not had a(n) (7) ____________ since he stopped eating fast food.Keys: well, coughs, exercise, fast food, weak, cold, stomachache。