外研版八年级下册英语精选优秀教学设计Module1-10（共30份）.zip

1 Book 4 Module 1 Feelings and impressions Unit 2 I feel nervous when I speak Chinese. 一、一、教学内容教学内容：Unit 2 I feel nervous when I speak Chinese. 二、二、课型课型：Reading and writing 三、三、教学目标教学目标： 1、通过本课的学习，学生能够朗正确运用下列单词和词组：fair, glasses, proud, be proud of, jeans, pretty, stranger, nervous, message, hobby, at school , mark, love, sb. cant wait to do sth. 2、进一步学习感官动词 feel look smell taste 的用法，在理解的基础上， 学会用它们表达情感 3、能读懂对人外貌和性格的简单描述。 4、通过本课的篇章学习，使学生能够正确描写出一个人的外貌性格、 爱好等。 四、教学重难点：教学重难点： 1 1、理解感觉和知觉系动词的构成及掌握自我描述的表达方式。 2、能够运用感官动词，正确描写出一个人的外貌性格、爱好等。 五、教学准备：五、教学准备： 课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。 本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中， 采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。 因此，本节课需准备：PPT 课件。 六、教学过程：六、教学过程： 教学教学教师活动教师活动学生活动学生活动设计意图设计意图 2 步骤步骤 Step One Warming -up (3) Warming-up Play a game. Organize all of them to stand up and play a game :Simon says Touch your nose The whole class play a game .Touch their body part as the teacher gives orders. 通过游戏的 方式来调动学 生的积极性， 培养学生的兴 趣，并巩固这 些感觉器官的 名称，.顺利地 导入本课话题。 Step Two Pre- reading (5) Teach the new words. 1 Teach new words about appearance with some pictures. ( dark fair glasses.) (Activity 1 ) 2.Play a guessing game.(Activity 4) Teacher: I have a little good friend, what does he look like? “He is quite tall and strong. He has small eyes and short hair. He is in Row5 .And he is wearing glasses. Who is he?”Give the key points to describe a person. 3.Organize them to read the new words together. 1 Learn new words about appearance . ( dark fair glasses.) Students guess and say the answer. Then its their turn to describe their classmate for the whole class to guess. 3.Read the new words together. 通过图片引 导学生谈论外 貌，学习本课 词汇,图片形象 直观，容易调 动学生积极性， 迅速地把注意 力转移到课堂 之上。 设计这个游 戏主要是为了 让学生学会如 何描述人的外 貌，为接下来 的文章学习做 重要的铺垫。 学生以齐读 的方式纠正自 己的读音、强 化记忆。 Step Three While- reading (24) 1. Scanning Ask them to scan Sallys letter and find out which is her photo. ( Activity 2) 2. Skimming.( Activity 3) Ask students to skim the letter and match the questions with the paragraphs. a) What are your hobbies? b) How do you feel about coming to China? c) What do you look like? 3.Careful reading. Scan Sallys letter and find out her photo. Students skim the passage and match the questions with the paragraphs. 要求学生快 速阅读课文， 找出与本课描 述一致主人翁 的照片。 通过快速阅 读，学生大致 了解了每个段 落的主旨内容。 4 Step Three While- reading (24) Paragraph 1 and 2 (2)Ask the students to read Paragraphs 1 and 2 and fill in the blanks and describe Sally. This is Sally. Shes _____ ____ with _____ ___ hair, and she wears _______. Shell wear _____ and a ______ for the journey, but shell also carry her _____ _____. (2)Let the students read Paragraph 1 and 2 in groups of four and find out difficulties. (3)Ask them to solve the difficulties in groups. Paragraph 3 (2)Ask the students to read Paragraph 3 and choose “T” or “F”. Sally spends a lot of time playing classical music with her friends at school. ( ) Sally is proud of her sister. ( ) Sally thinks she should work harder. ( ) (2) Ask a student to be “a little teacher” to check the answers. (3) Let the students read Paragraph 3 in turns and the other students listen carefully to point out important points. (4)Solve the difficulties. (2)Students read Paragraphs 1 and 2, then fill in the blanks and describe Sally. (2)Students read Paragraph 1 and 2 in groups of six and find out difficulties. (3)Solve the difficulties together. (2)Students read Paragraph 3 and choose “T” or “F”. (2) A little teacher checks the answers. (3) Students read Paragraph 3 in turns and the other students listen carefully to point out important points. (4) Take notes. (1)Students read Paragraph 4 让学生带着 任务（问题） 去阅读课文， 去找答案，有 助于学生更加 准确地获取信 息，提高阅读 效果和技能。 学生通过分层 次阅读文章， 获取具体信息， 把知识点和课 文理解在分段 学习得以突破。 而小组活动能 通过学生间的 自主、合作学 习，让学生充 分地实践运用 语言，并激发 学生创造性思 维的发展。 5 Paragraph 4 (Activity 5) (1)Ask the students to read Paragraph 4 carefully and answer the following questions. How does Sally feel when she? 1)gets bad marks at school? 2)leaves her mum and dad? 3)is with strangers? 4)speaks Chinese? 5)does something wrong? 6)flies? (2) Organize the whole class to read together. And ask some students to come to the blackboard and show out some difficult language points that they found in this paragraph. 4 Practise reading. Get the students watch a video and read with it, then let them read loudly in groups. 5.Excercises: (Activity 6) Ask the students to complete the passage with the correct form of the words in the box. carefully and answer the following questions. (2)Some students come to the blackboard and show out some difficult language points that they found in this paragraph. Students watch a video and read with it, then read loudly in groups. Complete the passage with the correct form of the words in the box. 读书在英 语学习中起着 相当重要的作 用，熟能生巧， 通过跟读来学 习正确的语音 语调，通过小 组朗读来互相 学习，培养合 作精神。 以 Step Four Post- reading (10) Speaking. 1 Ask the students to make a survey about their net pals. What does your net pal look like? How does he she feel when he/she ?And fill in the form. 2.Retelling Organize the Ss to retell the passage with the information below. . Make a survey in pairs and then give a report. Possible answer: My net pal has short black hair. He always wears glasses. When he talks to girls, he often feels nervous. Try to retell the passage with the information below. 通过学生感 兴趣且比较新 颖的话题“介 绍你的网友” 来设计一个调 查任务，让学 生进一步巩固 本课重点，达 到言语输出的 目的。 复述课文 能使学生加 深对课文内 容的理解。 Complete the passage with the words in the box. Sally is Linglings penfriend. She is (1)______ tall and has (2)________ fair hair. She(3) ________glasses. She likes both (4)__________ music and(5) ________ music.She enjoys sports (6)____________, especially tennis. Shes very(7) ________ of her brother because hes good at everything. She often (8)______ a bit sad at first when she(9)__________ her mum and dad, and shes quite(10)_____________when she is with strangers. She feels(11)________ when she speaks (12)____________, but shell be fine in a few days. 6 Step Five Summary （2） 1.Get the students to sum up the language points. T: What have we learned today? Ss: 2.Let the students choose the best groups in this lesson. 1.Sum up the language points. （1）Feelings Students summary: How do you feel when ? I feel nervous / proud / stupid / angry / excited （2） Describe a person: What does she / he look like? （3）Phrases: Thanks for + n. / v.-ing hear from sb cant wait to do sth recognize sb from be proud of + n. / v.-ing a bit ( )4. Toms father told him not to be afraid of _____ in public. A to speak B speaking C speak D speaks ( )5. He bought _______ books with ________ money. A a few; a little B a bit; a little C a few; a bit D a little; a few 三、完成句子。 1. 最近你受到 Jack 的来信了吗? ________ ________ _______ _________ __________ recently? 2. They gave me some presents for birthday. I_______ _______ _________(迫不及待地) open them at once. 3. 谢谢你告诉我关于 Sally 喜欢做什么? _________you________ _________me_________ what Sally _______ _____-___? 4. 这个男孩看起来像他的哥哥. The boy_____ _____his _____brother. 5.这孩子既健康又活泼。 The child is lively _____ ______ _________healthy.1 Book 4 Module 1 Feelings and impressions 一、教学内容教学内容：Unit3 Language in use 二、课型课型：Revision and application 三、三、教学目标教学目标： 1、能正确运用本模块的词汇。 1、正确使用表感觉和知觉的系动词：look , taste , feel , smell, sound；掌握句子的系 表结构：link verb+ adj. 2、能够询问并表达对事物的感觉。 3、能运用所学的知识对一个人的长相和性格进行简单的描述。 四、四、 教学重难点：教学重难点：能够运用感官动词 look , taste , feel , smell, sound 和系动词 be 来进行 言语交际和写作，准确地对事物或人进行评论。 五、五、 教学准备：教学准备： 本节课型为 Revision and application，根据新课标的要求，结合教材和学生特点，主 要采用任务型互动式进行教学，结合情景法、交际法、游戏等教学方法实施课堂活动，开 启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学 习，让学生体验愉快学习。本节课所需教具及资料：幻灯、图片等。 六、六、 教学过程：教学过程： 教学步骤 教 师 活 动学 生 活 动活 动 目 的 Leading-in （3） Free talk. (Activity1) Say: Today we are go ing to have a party. Please share your food with your friends. At the party ,please introduce yourself to your classmates. Tell them what you like and dont like, tell us why. Students share their food in groups, then introduce themselves. e.g. I love pizza. It tastes good. 小小聚会，争取 给学生创设最真实 的语境，让学生对 impression 和 feeling 的词义有直 观的认识，以实物 和切身感受将学生 置于一个真实的语 言环境当中，吸引 学生的兴趣，活跃 课堂的气氛。 2. While- task(20) 1.Play a guessing game.(Activity8) Say: We hold the party for Kate today. Its her birthday. She receives many presents. Please Play the game and guess what presents Kate gets. A: It looks beautiful. B: Is it a flower? A: No, it isnt. It smells good. B: Is it a cake? 充分利用身边 触手可及的实物让 学生感知可达到事 半功倍的效果。猜 测游戏可以激起学 生学习兴趣，营造 轻松有趣的课堂氛 3 describe her presents to your partner . Dont say the word. See if your partner know what your present is ? 2.Speaking.(Activity 2 and 7) Say Kate has got lots of presents. If you are Kate, do you like them? Tell us your ideas. 3 Pair-work.( Activity 4) Ask the students to discuss Kates family members after the party. 4 Exercises (1)Ask the students to complete the conversation and check the answers. (Activity5) (2). Ask the students to complete the passage with the words in the box and check the answers. (Activity6) (3) Play the tape for the students to listen and complete the note ,then check the answers with a partner. (Activity9) 5.Around the world. Organize the whole class to read it once and explain the culture gap. A:No,its smaller but it also tastes sweet. B: Is it chocalate? A: Yes, youre right. Pretend to be Kate and tell her feelings. I like the dress because it feels comfortable. I like flowers because they look beautiful and smell nice. Discuss Kates family members. A: What does Kates mother look like? B: She is tall and wears glasses. A: What is she like? B: I think she is kind. (1)Complete the the conversation. (Activity5) (2). Students complete the passage with the words in the box. (Activity6) (3) Listen and and complete the note ,then check the answers with a partner. (1)Read through the passage. (2). Discuss the contents in pairs. (3). Learn some polite expressions in the western countries. 围。 通过“假设你 是主角”这一环节, 引导学生学会用从 句来表达自己的思 想。逐步巩固系动 词的用法。 通过学生感兴 趣的问题，调动学 生的情绪，弄清 be like 和 look like 之 间的区别。 通过活动五、 六和九的反复练习， 复习巩固前面两个 单元所掌握的语法 和词汇。 听录音填写正 确信息，无疑是学 生的“老大难” ， 反复的听力训练有 利于学生听、说能 力的提高。 学生通过阅读 Around the world.可 以获取有西方国家 和中国的文化差异 的信息。语言和文 化密不可分，相互 依存，相互影响。 4 3. Post-task (19) Module task. 1.Ask the students to think about one of their classmates.( hair, height) Then get them to write a composition. (Activity 10 ,11) 2.Let the students share their compositions in groups. 3. Choose some good compositions and share them in class. Think about the appearance of their classmates. Write a composition of him/ her. Students share their description in groups and let their friends guess who he/she is. Read some good compositions to their friends. 学生通过本模 块的学习获得了语 言储备，为语言的 输出做好了铺垫。 写作能客观地 反映学生各方面的 语言运用能力，英 语学习也真正地延 伸到了课堂之外。 此环节设计的 目的是让学生在说 的基础上，能够通 过书面表达进一步 巩固所学的内容。 4. Summary (1) Help the students to summary . Students summary: 1. The usage of the link verbs. 2. Ways of asking and describing peoples appearance. 让学生自己总 结本模块的知识点， 加深理解。 5. Homework （1） 1.Master the new words and useful expression in Module 1. 2. Preview Module 2 Unit 1. 板书设计板书设计Module 1 Feelings and impressions Unit 3 Language in use 1) It tastes good. 2) You look very pretty. 3) It doesnt smell fresh. 4) I feel nervous when I speak Chinese. 达标训练题达标训练题 一请用方框里面的单词的适当形式完成句子。一请用方框里面的单词的适当形式完成句子。 feel; look; seem; smell; sound; taste 1. The milk ________ fresh. 2. My sweater ________ comfortable. 3. The room ________ quiet. 1 4. These lanterns ________ beautiful! 5. You ________ angry. 6. She ________ nice. 7. You _______ happy. 8. This pizza _______ bad. 二单项选择 ( )1. The little boy doesnt like the soup because it tastes _______. A sweet B worse C bad D well ( )2. What ______ news it was! - Yes, all of the children were _____ A. excited，exciting B. exciting，exciting C. exciting ，excited D. excited，excited ( )3. The teachers words made us _____ very happy. A feel B felling C to feel D felt; ( )4. Toms father told him not to be afraid of _____ in public. A to speak B speaking C speak D speaks ( )5. He bought _______ books with ________ money. A a few; a little B a bit; a little C a few; a bit D a little; a few ( ) 6. Her face ____ pale（苍白）when she heard the bad news. A. got B. is C. turned D. was ( )7. You ____ pale. Whats wrong with you? A. turn B. seem C. look D. become ( )8. Her voice ____ like my mothers. A. sounds B. sound C. looks D. look1 Book 4 Module 1 Feelings and impressions Unit 1 It smells delicious 一、教学内容：一、教学内容：Unit 1 It smells delicious 二、课型：二、课型：Listening and speaking 三、教学目标：三、教学目标： 1通过本课的学习，学生能够正确运用下列单词和词组： smell, salt, sour, soft, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, jam, ear 2. 能够听懂用表感觉和知觉的系动词所表述的内容，并能与图片匹配。 3. 能够使用感官动词 smell、taste、feel、look、sound 等词，对食物的味 道进行评论，正确表达自己的喜好。 四、教学重难点：四、教学重难点：能利用系表结构的句子对事物的味道、印象等进行评论， 确切地表达自己或他人的喜好或是心情等。 五、五、 教学准备：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。课前将本课所需要的录音、 图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进 行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。 六、教学过程：六、教学过程： 教学 步骤 教师活动学生活动设计意图 Step One Warming -up (3) Warming-up 1. Have the students see a flash and sing the song Head, shoulders,knees and toe together. Questions: Whats the song about? 1. Touch their body parts and sing with the song.Then answer the teachers question. Try to get the answer: Its about our body. 让学生观赏 flash 歌曲,进行 课前热身，歌曲 欣赏，以学生喜 闻乐见的形式导 入新课，创造轻 松愉快的学习气 氛, 激发学习兴 2 Do you know other words about the body? 2.Ask What can you do with your eyes/ears/mouth/nose/hands? Then introduce the title. Yes. Eyes, mouth, nose etc. 2. Answer:we use our to look,sound,taste,smell, feel. 趣。 通过师生对话， 过渡自然，迅速 步入主题，引出 感官动词。 Task1 Learn the new words and key structures. （Activity 8） Step Two Pre- task(5) 1. Bring the students some food and real things .Play a video and music. Ask: T: Do you like? T; How does it taste/sound/look/ feel/smell? 2.Organize the students to read the new words. 3.Pair work Ask and answer questions about the things. Say why they like or dont like them. A: Do you like flowers? A:Do you like pop music? 1. Some students come to the front and eat the food and drink. Use a sentence to express their feeling. S: Yes, I do./ No, I dont. S:The cookie tastes sweet./ salty. The coffie smells delicious. 2 Read the new words together. 3.Studying in pairs. Talk about their feelings and impressions using the target language. B: Yes, I do. They look nice. B.Yes, it sounds beautiful. 通过实物 “看一看”“摸 一摸”和食物 “尝一尝”的活 动来活跃课堂， 询问学生的感觉 和印象，让学生 感知理解，学会 运用感官动词回 答。同时教授新 单词。 发散学生思 维，能够询问并 表达对事物的感 觉和评价。和同 伴开展语言交际 活动。加深对感 官动词的理解与 运用。 Task2 Listening . (Activity 1 and Activity 2.) Have the students do some listening. (Activity 1 and Activity 2.) Listening Finish Activity 1. Listen and number the pictures. Activity 2. Listen again and complete the sentences. 检查完词汇 后及时做 Activity 1 的听 力来训练学生听 力, 加深学生对 本课新词汇的印 象。 Task3 Listen and answer (Activity 3) Step Three While- task (20) Say Betty and her friends are having get-together party. She is cooking some food for them. Do Listen and answer the questions: 带着问题听 课文，可以让学 生有目的的听录 3 they like them? Please listen and ask my questions: What does Betty make? .What doesnt smell fre