英语八年级下册教学设计,外研版

英语八年级下册教学设计,外研版(一)
新外研版八年级英语下册全册教案 初二第二学期全套教学设计

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, love

B. 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, adjectives

3. 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 information

4) Writing a description of a classmate.

4. Around the world: Polite expressions

5. 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 model

Listening and speaking

ⅡTeaching method

PWP approach

ⅢTeaching aims

1. To listen and understand sentences with sense verbs.

2. To understand the conversation.

3. To learn to use sense verbs.

ⅣTeaching Objectives

1. 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, ear

2. Key structures: Sense verbs: feel, look, sound, smell, taste, adjectives

ⅤTeaching aids

Tape recorder, OHP, video

ⅥTeaching Steps

Step 1 Warming-up

1. 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 Activity 2.

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 tea

4) 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. lovely

6. 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 7 Pronunciation and speaking

1. Play the recording once without stopping.

2. Play the recording again and ask the whole class to repeat.

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做主语的补充成分。我们把后面接主语补充成分的动词称为系动词。

最常用的系动词是be，另外还有很多感官动词，如：look，taste，feel，smell，sound等。例如：

上面用到的系动词smell，taste，feel，sound，look相当于汉语中的闻起来，尝起来，摸上去，听上去，看起来的概念。

要注意这类系动词和系动词be不同，其否定形式和疑问形式的构成要借助动词do。例如：

The dishes do not smell very nice.

Dose he look worried?

The cake dose not taste very good.

英语八年级下册教学设计,外研版(二)
八年级英语下册教案外研版全册

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。【英语八年级下册教学设计,外研版】

(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: Multi-Media (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’.

2. Guess what hobbies the teachers 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。

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。

1. Show the following.

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。

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。

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。

1. Write a composition about your good friend.

2. Oral work: Read the conversation of Activity 3.【英语八年级下册教学设计,外研版】

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:

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。

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。

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。

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。

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。

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。

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。

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:

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。

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。

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。

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.)

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。

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。

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: /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。

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

英语八年级下册教学设计,外研版(三)
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: Multi-Media (or Tape recorder, OHP)

Teaching Procedures:

1. Greeting. Talk about the winter vacation.【英语八年级下册教学设计,外研版】

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’.

2. Guess what hobbies the teachers 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。

- 1 - / 48

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。

1. Show the following.

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。

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。

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。

1. Write a composition about your good friend.

2. Oral work: Read the conversation of Activity 3.

3. Finish Activity 6 on page 8.

- 2 - / 48

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:

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。

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。

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。

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。

- 3 - / 48

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。

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。

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。

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:

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。

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。

- 4 - / 48

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。

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.)

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。

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。

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: /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。

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

- 5 - / 48

英语八年级下册教学设计,外研版(四)
外研版初中英语八年级下册全册教案

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 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: Multi-Media (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’.

2. Guess what hobbies the teachers 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。

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。

1. Show the following.

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。

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。

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。

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:

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。

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。

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。

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。

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。

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。

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。

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:

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。

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。

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。

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.)

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。

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。

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: /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。

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

英语八年级下册教学设计,外研版(五)
2013新版 英语八年级 下册 外研版 全册 精品教案 重新整理 修订版

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: Multi-Media (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’.

2. Guess what hobbies the teachers 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。

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。

1. Show the following.

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。

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。

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。 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:

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。

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。

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。

1. Present some true or false questions about detailed information from the passage. David Smith likes writing.

(T) (T) (T) (F)

He learned writing during a summer camp of 2000. There was a professional writer on the camp.

David wrote a story about his life in senior high school.

David’s first book came out in 2003. His book was very popular.

(T) (T) (F) (F)

Writing was his only hobby in his free time.

David decided to write more books in the future.

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。

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。

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。

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。

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.