资源简介

2025新外研版英语八年级下册【Moudule 1--10】
全册 教学设计
目录：
Module 1 Feelings and impressions
Module 2 Experiences
Module 3 Journey to space
Module 4 Seeing the doctor
Module 5 Cartoons
Module 6 Hobbies
Module 7 Summer in Los Angeles
Module 8 Time off
Module 9 Friendship
Module 10 On the radio
初中品质课堂教学设计（英语目标教学模式）
科目 英语 版本 外研版 年级 八年级
主备人 课型 Listening and speaking
Module 1 Feelings and impressions.
课题 备注
Unit 1 It smells delicious!(2 课时）
Teaching aims:
1．语言知识目标
a. To learn the new words and expressions;
b.To be able to use sense verbs correctly.
c. To be able to use adjectives to express one’s feelings and moods.
2．技能目标
To talk about one’s likes and dislikes with adjectives and sense
verbs.
3. 学习策略目标
课标 To be able to have teamwork with others with sense verbs.
4. 情感与态度目标
To be able to understand others by reading other’s description.
5. 文化意识
To compare the cooking cultures differences .between China and
western countries
6. 教学重点和难点
The use of sense verbs
Understand the key structures—It looks lovely, it smells delicious,
and mm, it tastes good. Apple pie sounds nice.
Teaching aims
1. To learn the new words and expressions;
Words: smell soft sour cookie pizza lovely done
try sound salt jam for ear
目 Phrases: have a try sweet tooth lucky day
标 Patterns: I’m afraid…
展 It looks lovely. 教 Apple pie sounds nice.
示 Are you sure that’s sugar
2. To train the listening skills;
3.To learn the sense verbs.
学
feel, look, smell, sound, taste
Step 1:Warming up and lead in
Draw an eye, a mouth, a nose and a hand on the board.
过 T: What do you use to see/ listen/ taste/ smell/ feel S: I use …to see.(my eye)
I use … to listen.(my ear)
I use … to taste.(my mouth)
程 目 I use … to smell.(my nose)
标 I use … to feel.(my body)
实 T: I prepare some delicious food. How does the orange taste
S: It tastes sour/ sweet…
施 T: How does the fish soup taste
S: It tastes salty.
T: How does the hamburger smell
S: It smells fresh/ delicious /strong…
Step 2. Pre-listening
1. Learn the new words' pronunciation.
2. Listen and number the pictures.(Activity 1)
1 Is it a cookie It tastes sweet. →picture b
2 Oh dear! This milk smells sour. →picture a
3 The bed feels a bit soft,try a hard one. →picture c
4 Tom looks very strong,he does a lot exercise.→picture d
Step 3. While-listening
1. Listen again and complete the sentences. (Activity 2)
Tell students that they might need to use a different form of
some words( eg. the third person form with “s”). Ask students to
complete the sentences and then compare answers with their desk
partner. Last, check answers as a class.
Answers: (1).The cookie tastes sweet.
(2). The milk smells sour.
(3).The bed feels a bit soft .
(4). Tom looks very strong,
2. Listen and read
(1).Ask students to listen to the conversation and find the new
words .
(2).Ask students to read the conversation again more slowly, to
see how many food words they can find.And then check what
Betty is making.(Activity 3)
(3).Play the recording and ask students to read the conversation
out loud.
3. Complete the sentences with the words in the box.(Activity 4)
4. Now in pairs try to ask and answer the questions.
1 What smells delicious？→The pizza smells delicious.
2 What doesn’t smell fresh →The cheese doesn’t smell fresh.
3 What tastes sweet？→The chocolate cookies taste sweet.
4 What sounds nice →Apple pie sounds nice.
Step 4. Post- listening
1. Complete the table with words from the boxes in Activity 1 and
(Activity 5)
feel look quiet salty smell sound sour strong taste tight
comfortable delicious fresh nice pretty smart soft sweet
Eye look smart nice pretty
Nose smell delicious fresh sour sweet
目 Hand feel comfortable soft tight
标 Ear sound quiet nice
Mouth taste salty sweet strong
达
2. P ronunciation and speaking(Activity 6)
成
3. Language Points
(1). --Would you like to try some ( to do )
--Yes，please. No, thanks.
**Would you please … ( do )
(2). I’m afraid I don’t like cheese.
1) be afraid of doing sth.
2)be afraid to do something
3) be afraid of sth./sb.
4).I am afraid (that)+句子。
(3). My chocolate cookies are done now.( be done )
(4).It tastes a bit sour. ( a little ) a bit + adj; a bit of+ n.
(5).感官动词+形容词
Step5. Homework
用 feel, look, smell, sound, taste 填空：
1）. The milk strong.
2）. My sweater soft.
3）. The room quiet.
4）. These flowers beautiful!
5）. This pizza delicious.
短语翻译：
1. 看上去年轻 2. 闻起来很浓
2. 听起来很好 4. 尝起来很甜
4. 感觉到很软 6. 你愿意…
7. 看起来很忙 8. 一点儿
8. 许多 10. 恐怕
11. 试一试 12. 对甜食的爱好
Blackboard Design
Unit 1 It smells delicious! .
感官动词+形容词
感官 Body v. adj.
视觉 eye look smart nice pretty
嗅觉 nose smell delicious fresh sour sweet
听觉 ear sound quiet nice
味觉 mouth taste salty sweet strong
触觉 body feel comfortable soft tight
课
后
反
思
初中品质课堂教学设计（英语目标教学模式）
科目 英语 版本 外研版 年级 八年级
主备人 课型 Reading and writing
Module 1 Feelings and impressions
课题 备注
Unit 2 I feel nervous when I speak Chinese.(2 课时)
Teaching aims:
1. Language knowledge aims：
Words and phrases : glasses, jeans, nervous, fair, pretty, proud,
stranger, message, hobby, in, mark, love,
be proud of…, sb. can’t wait, at school
Sense verbs:feel, look, sound, smell, taste; adjectives
Sentences structures:Thanks for telling me about your hobbies.
It was great to hear from you.
I can t tell you how excited I am about
going to China.
课标 2. Learning strategy aims:
Describing feelings, impressions and hobbies.
3. Emotional aims:
Care for others’ lives and learning
Teaching important aims：
(1).Grasp important words ,phrases and sentences
(2).To identify pictures with the description
Teaching difficult aims：
To express one’s feelings and describe one’s appearance
To talk about one’s hobbies
Language knowledge aims：
Words and phrases : glasses, jeans, nervous, fair, pretty, proud,
stranger, message, hobby, in, mark, love,
be proud of…, sb. can’t wait, at school
Sense verbs:feel, look, sound, smell, taste; adjectives
Sentences structures:Thanks for telling me about your hobbies.
教 目 It was great to hear from you.
标 I can t tell you how excited I am about
展 going to China.
Teaching important aims：
学 示
(1).Grasp important words ,phrases and sentences
(2).To identify pictures with the description
Teaching difficult aims：
过 To express one’s feelings and describe one’s appearance
To talk about one’s hobbies
Step 1. Warming up and lead in 【设计意图】通过情
程 景再现，让学生复习 1. Greeting 感官动词的运用，为
2. Show some pictures ,ask students to fill in the blanks using
目
sense verbs . 本课学习做好铺垫。
标 Step 2. Pre-reading 学生能说出与图片
信息相关的词汇；
实 1. Look at the pictures and describe the two girls. (Activity1)
施 What does she look like 复习描述人物、行
Picture a: She is tall. She is young. Her hair is fair. 为、和特征的词汇，
She is wearing jeans and a pair of glasses. 并能简单的描述。
she is a stranger.
I think she feels nervous…
Picture b: She is short. But she has got long hair.
She looks very pretty…
2. Boys and girls, just now we talked about picture a. The girl is
能准确选出图片
Sally. Do you want to know about her. This class let’s talk about
her. 能准确找出段落所
Step 3.While-reading 对应的主旨问题
1. Fast reading: 能准确利用本节课
重点词汇填空完成
1). Read Sally’s email fast and find her picture.Activity 2) 表格
2).Read again, and match the questions with the paragraphs.(A 3)
a) What are your hobbies
b) How do you f eel about coming to China 能根据文本信息完
成有关人物性格及
c) What do you look like 爱好的句子
Tips: Students read the questions before fast-reading.
2. Careful reading:
1). Appearance:Read paragraph2 and fill in the blanks:
I’m with
look like I wear .
I will wear and .
I will also .
完成表述感觉的目
Tips: Students read the sentences and show in class. Retell it 标句型
according to the mind-map.
2). Hobbies:Read paragraph3 and fill in the blanks:
I spend ,
Hobbies but I also like
--I love dancing. I enjoy as well,
问题链进行深度理
especially . 解追问，走进学生生
活，结合实际谈论话
Tips: Students read the sentences and show in class. Retell it 题，思考并回
according to the mind-map.
3). Feelings:Read paragraph 4 and fill in the blanks:
I feel… when I … ,
get bad marks
leave my mum and dad
am with strangers
speak Ch inese
do something wrong
fly
Tips: Students read the sentences and show in class. Tips: Students
read the sentences and show in class. Retell it according to
the form.
3. Further Reading（通读全文，完成下列题目）
1).Is Sally looking forward to meeting Lingling
How do you know
2).Why is Sally sure they’ll find each other at the airport easily
3). What do both Sally and Lingling most probably like
Where did you get the answer
4). How do you feel when you came to a foreign country
Tips: Students ask and answer in pairs and show in groups.
Step 4. Post-reading
1. Read and describe( Activity.4)
能根据文本和图画
1) : Sally: Sally is quite tall, with short fair hair., and she’s wearing 信息流畅地用自己
的语音说出，熟读重
glasses. She’s wearing a T-shirt, jeans and carrying a warm 点短语和句子
coat. She likes playing classical music and dance music. She
is proud of her brother. Here are her hobbies. She enjoys
sports as well. She feels nervous when she speaks Chinese.
She feels sad when she gets bad marks at school. She is afraid
of flying and meeting a stranger, too.
能借助提示选词完
Tips: Students read the passage and retell the passage in their own 成文章，进行简单描
目 述自己熟悉的同学
words. 或朋友
标
达 2) : My classmate Lily:选词填空，注意词形变化:
成 能自主探究、小组交fair hobby mark pretty message proud 流，师生互动理解重
Lily is my classmate, she looks and has her. 点词汇和句式
She gets good at school. She has lots of , like
playing the piano and swimming, she is also in the school tennis 能用重点句式造句
训练
team, she is good at everything she sent me a , she asked
me to help her with her English homework because I am good at 能写出自己的句子
English, she wanted my help I was of myself. 能用单词的正确形
式填空
Tips: Students read the passage and show in groups.
能表达自己的观点
2. Language points：
1).Thanks for your last message. It was great to hear from you. 能用感官动词表达
自己的情感
hear from sb.= get/receive a letter from sb.收到某人的来信。
It is/was +adj.+(of/for sb.)to do sth. （某人）干某事... 能用表达花费的句
型谈论自己生活
2). I can’t wait to meet you. 我已经等不及要见你了。
Sb. can’t wait (to do sth) 某人等不及或迫不及待(做某事)。 学生能学会转换同
3). You sound just like me! 你听起来恰恰像我。 义句
感官动词 look,sound,smell,taste,feel 后面都可加 like, 表示
“看上去像/听起来像/闻起来像/尝起来像、摸起来像”例如：
4). I spend a lot of time playing classical music with my friends at
school...
能用准确的语音语
sb.＋spend＋钱/时间＋on sth./（in） doing sth. 调大声朗读课文
“花费”句型：
sb.＋pay+钱＋for sth.
sth.＋cost＋钱＋sb.
能根据框架信息分
It takes＋sb.＋时间＋to do sth. 段复述课文，语言流
跟踪练习: 畅、准确
(1) It takes her twenty minutes to get there.
I twenty minutes _ there. 能根据思维导图梳
理文本，整体复述课
(2)The book cost me ten yuan.（改为同义句） 文，语言流畅、准确
I 10 yuan the book.
(3)My brother spent three days making the model car.
能用目标词汇、句
my brother three days 式，表达准确、得体
the model car.
(4)这本书花了我 20 元钱。（自选一种方式翻译句子） 能构建出自己特色
的思维导图
(5).造这座桥花了他们三年的时间。 能流畅地说出，敢于
Yours: 课堂展示，结构完整
能敢于小组分享，根
5). My brother is in the school tennis team — I’m very proud of 据范文自主修改错
him! 误
be proud of 意为“为……而感到骄傲”
3. Speaking
1) .点读笔跟读课文，注意单词发音及句子语调，然后大声自
读课文。（基础差的重点读第一段和第二段)
2).Showing in class: Group A: Retell the passage according to the
mind-map. Group B&C read the passage in with the right tone
of voice.
Mind-map
I’m…
Appearance I wear…
I will..
Sally Hobbies I love…
I enjoy…
Feelings I feel… when I…
I’m afraid of…
2) .Share in groups.
4. Writing
1).Read the sentences and describe the people in Picture B in
Activity 1 in oral (Activity 4),and then describe your
classmates.
2).Write a passage to your pen friend and describe yourself.
(1) Building a writing framework
(2) Ss write the passage by themselves according to the
structure.
(3) Show in mented by teachers and students.
(4) Show one possible version. Ss correct their works. Then
share in groups.
Step 5. Summary
Step 6.Homework
1.Remember the languages points in this unit.
2.Write a passage to describe others.
body: fat, thin, slim…
hair: short, long, straight, curly(卷曲的), black, brown...
features(特点): big eyes, flat nose, wear glasses...
clothes: T-shirt, jeans, dress...
height: short, tall, medium
Blackboard Design
Unit 2 I feel nervous when I speak Chinese.
I’m…
Appearance I wear…
I will..
Sally Hobbies I love…
I enjoy…
Feelings I feel… when I…
I’m afraid of…
课
后
反
思
教学设计
学科：八年级英语 教研组长审批： 周次： 分数：
课题： 课 Reading and Module 1 Feelings and impressions
型 writing
Unit 2 I feel nervous when I speak Chinese.
备课组 Grade 执笔人 授课时间
8
课时 2 教授 授课教师
班级
Knowledge objects:
教
学 1. Vocabulary: message, glasses, nervous, fair, pretty, proud...
目 2.Structures: (1) It+be+adj.+to do sth.
标
(2) Thanks for doing sth.
(3) What do/does sb look like
(4) What is sb like
Ability objects:
1. To understand the passage and get specific information on description
of people.
2. To be able to write a description of people.
Moral objects:
1. To understand the importance of expressing one’s feelings and
impressions.
2. To have an awareness of respecting different ways of expressing one
feelings and impressions.
重 点 To learn some expressions about description of people.
难 点 To write a composition by using the sense verbs and relative adjectives.
教学方法 group cooperation, task-based teaching 教具 multimedia
method
教学过程 二次备课
Step 1 Warming-up
1. Ok, everyone! Please look at the picture and answer
the questions.
— What does he look like
— He looks strong.
— What does Sally look like
1
— Sally beautiful.
— What does baby look like
— He looks .
...
2. Do you know how to describe a person
Step 2 Leading-in:
1. Look at the pictures on the PPT and think about
how to describe a person.
2. Work in pairs and talk about we can describe a
person from which aspects.
1) build 身材
2) hair 发型;发色
3) height 身高
4) clothes 服装
5) skin 肤色
6) age 年龄
7) features 特征
Step 3 Pre-reading
1. Work in pairs. Look at the pictures and describe the
girls. Use the words in the box to help you. (Activity
1)
glasses jeans long nervous fair
pretty proud short stranger tall
young
2. Prediction the topic of this passage according to the
title and pictures.
Step 4 While-reading
1. Skimming:Read Sally’s email and find her picture.
2. Read the passage. Match the questions with the
paragraphs.
a) What are your paragraph 1
hobbies
paragraph 2
b) How do you feel
paragraph 3
2
about coming to China paragraph 4
c) What do you look
like
3. Scanning: Read paragraph 2 and fill in the blanks.
This is Sally. She’s _ with hair,
and she wears _. She’ll wear and a
for the journey, but she’ll also carry her _
.
4. Read Paragraph 3 and answer the questions below.
(1) What are Sally’s hobbies
(2) Who is Sally proud of
(3) How does Sally feel when she gets bad
marks
5. Read Paragraph 4 and complete these sentences
about Sally’s feelings.
(1) I feel when I speak Chinese.
(2) I often feel a bit at first when I leave my
mum and dad for a few days.
(3) I’m quite when I’m with strangers.
(4) I’m always when I don’t know how to do
things in the right way.
(5) I’m flying.
3
(6) I’m about going to China.
Step 5 Post-reading
1. Read the sentences.
She’s quite tall, with short fair hair, and she’s
wearing glasses. She’s wearing a T-shirt and carrying
a warm coat.
Now describe the people. Use the sentences above to
help you.
Describe the girl in picture B.
2. Answer the questions.
(1) get bad marks at school
(2) leaves her mum and dad
(3) is with strangers
(4) speaks Chinese
(5) does not know how to do things in the right way
(6) travel by plane
3. Complete the passage with proper words.
fair hobby mark message proud
Jenny is my classmate. She is pretty and has (1) _
hair. She always gets good (2) at school. She
has lots of (3) like playing the piano and
swimming. She is also in the school tennis team. She
is good at everything. One day she sent me a
4
(4) . She asked me to help her with her
English homework because I am good at English. She
wanted my help! I was (5) of myself.
Step 6 Writing
Write a passage to your pen friends and describe
yourself. Say:
1. What you look like
2. How you feel when...
3. What your hobbies are
Step 7 Summary
Students summarize the knowledge they have learned
today under the guidance of teacher.
板书设计 二次调整
Unit2 I feel nervous when I speak Chinese.
(1) It+be+adj.+to do sth.
(2) Thanks for doing sth.
(3) What do/does sb look like
(4) What is sb like
作业设计 二次调整
Step 8 Homework
1. Write a short passage about your favourite star. (50
—70 words)
2. Preview the use of sense verbs.
5
集
体
研
讨
摘
录
教
后
反
思
6
初中品质课堂教学设计（英语目标教学模式）
科目 英语 版本 外研版 年级 八年级
主备人 课型 Revision and application
Module 1 Feelings and impressions
课题 备注
Unit 3 Language in use(2 课时）
Teachings aims:
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.
课标 3) Reading a nd 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.
Teaching important and difficult points:
Sense verbs: feel, look, sound, smell, taste, adjectives
1. 能够灵活运用本模块的重点词汇：
smell, soft, sour, lovely, try, have a try, sound, salt, for, favourite,
ear, glasses, jeans, nervous, fair, pretty, proud, be proud of,
stranger, message, sb. can’t wait, hobby, at school, mark, love 等。
目 2. 学习本模块的重点句子：
标 (1) It tastes good.
展 (2) You look very pretty.
(3) It doesn’t smell fresh.
示 (4) I feel nervous when I speak Chinese.
教 3. 能掌握本模块的词汇。
4. 能掌握系动词的句型结构并正确运用。
5. 能够利用感官动词和形容词描述食物、人物形象和主观感受。
Step 1 Warming-up
学 设计意图：复习巩固
Free talk. (Activity1) 上节课知识点，在真
Say: Today we are going to have a party. Please share your food 实交流中练习目标
with your friends. At the party ,please introduce yourself to
句式。
your classmates. Tell them what you like and don’t like, tell
过 us why. Students share their food in groups, then introduce
themselves.
e.g. I love pizza. It tastes good
目 Step 2 Presentation 程
Language practice：Read the sentences individually, and pay
标
attention to the verbs in the sentences.
实 Grammar learning
施 系动词（连系动词）：它本身有词义，但不能单独作谓语，后面 【设计意图】帮助学
必须跟表语构成系表结构，说明主语的状态、性质、特征等。 生总结本模块语法
知识，便于系统掌
系动词可分为两类： 握。
1. 状态系动词：用来表示主语状态，只有最常用的 be。
例如：He is a teacher. 他是一名教师。
2. 感官动词：
看起来 look: look smart
听起来 sound: sound noisy
尝起来 taste: taste delicious
摸起来 feel: feel soft
闻起来 smell: smell sweet
句型结构：主语 + 感官系动词 + 形容词.
这类系动词与系动词 be 不同，其否定形式和疑问形式要加助 设计意图：让学生在
动词。 真实的语境中感知
例如：Does the party sound noisy 聚会（听起来）很吵吗？ 并练习使用感官动
词。
The cake doesn’t taste delicious. 蛋糕尝起来并不好吃。 设计意图：先帮助学
【拓展】还有表示变化的连系动词，主要有 become，grow， 生复习理解be like
和 look like 的差别，
turn 等， 这些系动词表示主语变成什么样。
区分它们对形容词
例如：The spring comes, the trees turn green. 的要求，在分类完成
春天来了，树叶变绿了。 后进行对话练习，根
据复习be like 和
Step3. Look and discuss and complete the sentences.（Act 1,2） look like 的差别和听
Now look at the picture,They are having a party,too. 老师继续讲解，深入
The cookies The students 理解差别，然后进行
The flowers The juice 分类和对话练习。让
学生进一步区分be
The chairs The music
like 和 look like 的
Step4. Work in pairs (Activity 3,4) 差别，学会在句型中
Work in pairs,use the table in activity 3 to ask and answer 使用。
questions about the people.
区分：look like 和 be like
句型：What does he/she look like
What is he/she like
A: What does/do look like
B: He/She/They is/are .
A: What is/are like
B: He/She/They is/are .
Step5. Activity 5
Complete the conversation with the correct form of the words in
the box. You need to use some of the words more than once.
be look taste
1. Ask the students to read the
words in the box in Activity 5.
2. Read through the conversation.
Jane: Hi, Alex! How are you today
Alex: Great!
Jane: You (1) very happy!
Alex: Oh, yes. My mum made a cake for me. Here, have some.
It really (2) delicious!
Jane: Thanks. It (3) very pretty too. Mm,
you’re right. It’s nice.
Alex: And another good things is, my friend Ben is coming to
stay.
Jane: Oh, really What (4) he like
设计意图：先让学生
Alex: He’s really friendly and kind. 在阅读理解完成题
Jane: What does he (5) like 目的同时，初步了解
Alex: Well, he’s tall and thin. He’s good at sport. Would you 美国的部分情感表
达习惯。再学习
like to meet him
Around the world，小
Jane: Yes, I’d like to. 组合作，充分发挥学
3. Complete the conversation with the correct form of the words in 生的主动性，让学生
the box. You need to use some of the words more than once. 介绍西方人是如何
表达自己情感的。进
4. Ask the students to check with a partner. 行说的训练，把英语
5. Check the answers: 教学变成语文教学，
Keys: 1. look 2. tastes 3. looks 4. is 5. look 这才是我们所要的
真正的外语教学。
Step 6 .Activity 6.
Complete the passage with the words in the box.
close friend look meet noise with
Amer
icans usually shake hands with each other when they first (1)
. When two Americans are talking, they do not
stand too (2) to each other. If they meet some
friends at a party while they are talking (3)
someone else, they usually bring their friends into the
conversation. Americans (4) each other in the
eyes when they talk. They may be a bit (5)
sometimes, but they are quite (6) .
Keys: 1. meet 2. close 3. with 4. look 5. noisy 6. friendly
Step 7.Around the world .
Read the passage and pay attention to the red words.
1. Check True (T) or False (F).
( ) People in the West don’t show their feelings to others.
( ) People in the West hug each other when they say goodbye.
( ) People in the West usually use first names at work.
Step 8.Listening(Activity 9)
Step 9.Writing
Work in groups.Write sentences about a thing or your teachers or
your deskmates. Use the words in the boxes to help you. The
others guess what it is or who she or he is. (Activity 8)
feel look smell sound taste
age, hair, hobbies, face, height
beautiful dark fair friendly nice old pretty pro ud quiet short shy
strict tall young
Step10. Summary: Grammar
设计意图：本模块的Describing feelings and expressions with adjectives:
任务要求学生描写
(用形容词描述感觉和印象) 自己的同学，课堂上
目 1. feel (触觉、总体感觉) 通过猜测的游戏方
标 式来评价其描述是 2. sound (听觉) 否准确，同时还可以
达 3. smell (嗅觉) 看看同学们是否彼
此了解，这对促进学
成 4. look (视觉) 生感情的交流是有
5. taste (味觉) 帮助的。
Step 11.Homework
Write a description of a classmate.
Blackboard Design
Unit 3 Language in use
系动词 感官系动词：look, sound, smell, taste, feel 等
变化系动词：become, get, turn 等
What does… look like 用来询问一个人的外貌。
What is… like 用来询问一个人的性格特点。
课
后
反
思
基于课程标准的“教学评一体化”设计
课时备课
课题 八下 Module 2 Experiences Unit1
日期 课时 2 课型 阅读 授课教师
课标摘录
义务教育《英语课程标准》语言技能四级标准：
听 1. 能听懂接近自然语速、熟悉话题的简单语段，识别主题，获取主
课标 要信息；
分析 读 3. 能从简单的文章中找出有关信息，理解大意；
4. 能根据上下文猜测生词的意思。
目标
课标分解
确立
1. 能通过听对话，选择或说出对话的主题、记录数字等关键信息；
依据
2. 能通过阅读对话，找出对话中的具体人物、时间、地点、原因等信
息；能选出或说出对话的主要内容；
3. 能在语境中猜出生词的意思，不妨碍听和阅读的理解。
本课为 Module 2 的第一单元，主要内容为运用现在完成时来描述自
教材 己和他人的经历，例如演讲比赛经历、旅行经历等。从全书来看，本
分析 单元承接下一模块现在完成时的学习和运用，内容有层次的展开，学
生容易接受。通过对本模块的学习，为下一模块的学习奠定了语言基
础。
学情 现在完成时是新的语法内容，与一般过去时容易弄混，要多加强
分析 学生的练习。
通过本课时教学，让学生能够：
1.Knowledge objective: ever, enter, competition, prize, dream, afford, pity, invite
教学
2.Ability objective:
目标
1. 准确使用本单元核心词汇
2. 细读课文，获取语言点，并在语境中运用。
3. 朗读课文，正确模仿，熟知语言材料并复述。
3.Moral objective:
To know more about other person’s experiences and understand each other better.
评价任务 评价标准
浏览本单元 9 个单词音标，读一读，写出来，同桌互查。利用这些词 有生词的情况下，不影响听力、阅读任务的完成；选出
汇描述活动 2 的 3 副图片。（指向目标 1） 正确释义
识记知识点并体会用法，口、笔头进行造句练习（一拖五）。（指向 准确写出、准确流利地读出
目标 2）
看视频，跟读，然后小组分角色朗读课文，注意语音语调和表情。根 写出，从文本中找出正确语句并说出；较为准确、流畅
据简单提示词复述课文（指向目标 3） 地说出。
情境交际：以小组为单位，讨论本节课相关话题 能准确运用体态语，所有 5 个国家均能表达清楚，能说
出至少 4 个话轮对话
附评价量规
教学过程
教学环节 教学活动 评价要点
Step1 1.Step 1 Revision 能够熟悉这节
Presentation Answer the questions according to the pictures, and let Ss 课内容，更好的
know about experiences. 进行课文的学
Step 2 Consolidate new words
习
Look and say.
The teacher shows the pictures of new words and let the
students to say as quickly as possible.
Step 2 2. Look at the three pictures in (Activity2)，use the words and
work in expressions to talk about the pictures
groups 3. Work in groups to discuss the language points. 讨论并解决课文中出
现的知识点，若课文
中仍有疑问可以做出
Ss should master the main points from the passage in Part
标记，然后在全班讨
3. If possible, let the students to say at first. 论解决。
I am entering a competition.
我正参加一个比赛。
enter 表示“参加，报名”。还表示“进入”。
e.g. Several of the world’s finest runners have entered the
race.
几名世界最优秀的运动员已报名参加比赛。
The thieves entered the building by the back door. 小偷
从后门进入大楼。
2. The first prize is “My dream holiday”. 一等奖是“我的
梦想假期”。
dream n. 梦；梦想，（只用于名词前）梦寐以求的
v. dreamed, dreamed/dreamt, dreamt 做梦，梦到，梦想
e.g. I had a strange dream last night. 我昨晚做了个奇怪的
梦。
I dreamt I was flying to the moon at this time of yesterday.
昨晚的这个时候我梦见我正飞往月球。
3. Have you ever won any prizes before 你以前曾经得过
奖吗？
ever 表示“曾经”。是现在完成时的标志。通常用于一般
每个知识点能正确补
疑问句中。 充写出 5 个句子或短
“have/has sb. ever + 过去分词”，用于询问某人过去的 语，字体工整，语法
经历。 正确。
e.g. —Have you ever been to Paris 你去过巴黎吗？
—No, never. / Yes, I have. 没有/ 去过。
4. But I can’t afford it. 但是我付不起。
Afford v. （有财力）付得起，买得起 常与 can, could,
able to 连用。
e.g. I just can’t afford the time. 我花不起这个时间。
5. I’ve stopped trying now. 我已经不再尝试了。
stop doing sth. 表示“停止正在做的事情”
stop to do sth. 表示“停下正在做的事去做另一件事”
e.g. The two girls stopped talking when they saw me.
那两个女孩一见到我就停止了讲话。
The two girls stopped to talk to me when they saw me.
那两个女孩一见到我就停下来和我讲话。
6. You can make it up. 你可以编（一个故事）。
make up 表示“编造；组成”。
e.g. The whole story is made up. 整个故事是虚构出来的。
7. I will invite you to come with me. 我将邀请你和我一起
来。
invite sb. to do sth. 表示“邀请某人去做某事”。
e.g. Jane invited me to go fishing last week. 简上周邀请我
去钓鱼了。
Step 3 Lingling is entering a speaking . The
first is “My dream holiday”. She hasn’t
Read and retell
the text any prizes before. She has always wanted to go on a
dream holiday but she can’t it. Tony has
entered lots of speaking competitions, but he
hasn’t won any prizes.
He has stopped now. Lingling suggests
Tony enter a writing competition. It needs to write a
story about a place you’ve . Tony
Lingling to with him if he wins the prize
of the writing competition, but the first prize is only
the Around the World in 80 Days.
掌握第二单元
Step 4 Remember the words of Unit 2 and prepare the text of 的内容，预习第
Homework Unit 3. 三单元的内容
教学设计
课程基本信息
学科 英语 年级 八年级 学期 春季
Module 2 Experiences
课题
Unit 2 They have seen the Pyramids.
教科书 书 名：义务教育教科书《英语》八年级 下册 New standard English
出版社：外语教学与研究出版社
教学目标
1. Better understand passages on travel with the help of maps and summarize the Robinsons’
experiences by mind-map.
2. Develop reading skills and analyze the characters' behaviors and feelings.
3. Write a passage about personal experiences trying to apply present perfect tense properly.
4. Feel the love for your hometown and motherland.
教学重难点
教学重点：
1. 重点词汇： move, send, Germany, France, tower, ancient, king, queen, Arabic, way, mix,
miss, count down, so far
2. 重点句型： They have been to many interesting places.
Mike and Clare have also begun to learn the language of the country, Arabic.
教学难点：
Understand the usage of present perfect tense and try to apply it properly to describe one’s
personal experiences.
教学过程
Teaching activities Students’ activities The purpose of designs
Step 1: Lead-in
1. Ask students to enjoy a 1. Enjoy the video clip and 1. 吸引学生注意力并激发学
video clip and discuss which figure out which country it is 生的学习热情，增进学生对
country it is. and learn something about the 本节中出现的主要国家——
2. Introduce Mike and Clare Pyramids and Cairo. 埃及的背景知识了解。
to the students. 2. Get to know the main 2. 熟悉故事主人公，为阅读
characters of the passage. 活动做铺垫。
Step 2: Fast reading
1. Ask students to go through 1. Read and choose the writer's 1. 培养学生整体把握语篇主
the passage and choose the purpose in writing this passage. 题的能力。本文属于人与自
writer's purpose in writing 2. Read again and divide the 我主题范畴，生活与学习主
this passage. passage into three parts. 题群，叙述了Robinson 一家
2. Ask students to read again 3. Match each part with its 丰富、充实、积极向上的个
and think about how many main idea. 人经历。
parts it can be divided into. 2. 培养学生快速阅读技巧。
3. Ask the students to match 3. 培养学生分析文章结构并
each part with its main idea. 且把握段落大意的能力。
Step 3: Careful reading—
Part One 1. Read for specific 1. 培养学生捕捉细节信息的
1. Ask students to read Part information. 能力，分析行文间的逻辑关
One and answer the following 2. Better understand the 系。
questions: passage on travel with the help 2. 提示学生在阅读游记时利
Q1: How long have the of maps. 用地图找到提及的地方所在
Robinsons been in Egypt 位置，形象理解。
Q2: Why do they live in
Cairo
2. Ask students to fill the
blanks and give them some
learning tips.
Step 4: Careful reading—
Part Two
1. Ask students to complete 1. Read for detailed 1. 培养学生细节读取的能力,
the table about what the information and appreciate the 在语篇中引导学生体会现在
Robinsons have done in usage of the present perfect 完成时的用法。
Egypt. tense. 2. 培养学生进一步思考的能
2. Ask students to think and 2. Discuss and analyze the 力，通过阅读语篇分析人物
discuss. characters’ opinions and 观点，总结人物感受。
Q1: Would you like to live a feelings. 3. 引导学生形成开放心态、
life like Mike and Clare 3. Learn to take opportunities 积极向上的情感态度。
Why and take a positive attitude
Q2: How do Mike and Clare towards challenges.
feel about learning so many
languages
3. Give advice.
Step 5: Careful reading—
Part Three 1. Read along the recording 1. 训练学生理清行文逻辑的
1. Ask students to read along and find out why the 能力。
and answer the questions. Robinsons are moving again. 2. 用开放性问题培养学生深
Why are the Robinsons 2. Think further about the 化思维，增进对语篇的理
moving again open- ended questions and give 解，鼓励学生大胆表达自己
2. Ask students to think personal ideas. 的观点。
further. 3. Feel the love for your home, 3. 引导学生体会主人公的感
Q1: What does the sentence your hometown and 受，并产生爱家乡、爱祖国
“They are counting down the motherland. 的共鸣，拓展与家有关的谚
days.” show 4. Expand knowledge about 语。
Q2: Why do they feel that proverbs related to home.
way
3. Draw the conclusion and
introduce a few proverbs
related to home.
Step 7: Summary
1. Ask students to 1. Summarize the whole 1. 培养学生利用思维导图总
summarize the whole passage passage with the help of the 结文章梗概的能力。
with the help of the mind mind map.
map.
Step 8: Team work 1. Think over the key elements
1. Ask students how we of a passage on travel 1. 引导学生归纳游记应含有
introduce our experiences to experiences and its structure. 的要素和文章结构。
others. 2. Discuss in groups and do 2. 培养学生分工协作能力，
2. Divide students into groups their parts. Cooperate to finish 完成知识的迁移创新。
of 5 (a writer, a speaker, a the passage.
content manager, a language 3. Learn from the example.
manager and a time-keeper)
to introduce a travel
experience in Tianjin using
prompts.
3. Show an example to the
students.
课后作业
1. Must do: Finish the exercise in Activity 3 on Page11.
2. Must do: Polish your writing and share it with your classmates.
3. Choose to do: Make a video about your special trip showing some pictures or special moments
and send it to 184730@
Module2Unit 3 Language in use
预习导学
英汉短语连线
1．玩得很开心 A.have a Western meal
2．吃海鲜 B.have a wonderful time
3. 如此多 C.so many
4. 找出 D.try seafood
5. 吃西餐 E.find out
答案 1．B 2．D 3．C 4．E 5．A
新知探究
词汇详解
1. by train
【用法】意为“乘火车”。
【举例】We went there by train.我们乘火车去那里。
【拓展】交通方式常用的表达方法：
He takes the train to
tan + + 表示 Yiwu every year.他每
年乘火车去义乌。
交通工具的名词，在句
中作谓语。
by＋表示交通工具的名
He goes to Shanghai
词，泛指乘某种交通工
by train every year.他
具，该介词短语在句中
每年乘火车去上海。
作状语。如 by bus，by
bike，by tnxi，by air／
plane 等。
on／ in＋限定词＋表 I hope more and more
people go to work on
示交通工具的名词，可
their bikes. 我希望越
用来表示具体的交通
来越多的人骑自行车
方式。
去工作。
动词十 to ＋地点名
词。动词 walk，ride， He walks to school
drivc，fly 等可直接表
every day.他每天步
达交通方式，后接 10
行去上学。
再跟地点名词，表示
“ 通 过 ／
用 ········ （交通方式）
去某地”。
【应用】选择填空。
I usually go home subway.
A.to B.in C.by D.with
答案：C
2. have a wonderful time
【用法】意为“玩得开心，过得愉快”，同义短语：have a good time 或 enjoy
oneself。
【举例】The children had a wonderful time in the park yester-day.昨天孩子们在公
园里玩得很开心。
【应用】选择填空。
-I'm going to Sanya for my holiday tomorrow.
A. Have a good time B. You're right
C.It's good D.Goodbye
答案：A
语句详解
1. How many times has Winnie been to the US？温妮去过美国多少次？
【用法】这是一个特殊疑问句。how many 意为“多少”，后面接可数名词复数，
对可数名词的数量进行提问。
【链接】how much“多少”，后面接不可数名词，对不可数名词数量进行提问。
【举例】How many girls are there in your class？
在你班里有多少女孩？
How much money have you got？你得到了多少钱？
【应用】选择填空。
apples do we need to make fruit salad
-Let me think. We need three apples.
A.How long B.How often
C.How much D.How many
答案：D
解析：由答语可知是对可数名词数量提问，故用 how many。
2. Do you love nature and want to keep forests safe？ 你喜欢大自然并想保护
森林安全吗？
【用法】“keep sb.／sth.＋形容词”表示“使某人／某物保持某种状态”，形
容词作宾语补足语。
【举例】We must keep the river clean.
我们必须保持河水干净。
— 学年度课时教学设计卡
授课班级
备课人 授课人 总第 1 课时
授课时间
课 题 Module 3 Journey to space Unit 1 Has it arrived yet
新授课 □章、单元复习课 □专题复习课
课 型
□习题、试题讲评课 □学科是前活动 □其他
This unit is a listening and speaking class, which is aimed to get students to talk about
space by using yet and already in present perfect tense and creates the topic of space and
教学内
容分析 involves students to get access to the authentic English listening and speaking context.
教学 The teacher’s teaching is based on students, the purpose of knowledge generation, so as
理念 to cultivate the students’ ability to use the comprehensive language.
学习者 Students are weak in English, therefore, classroom teaching design should start from a
分析 low point .
1. 学习并掌握词汇
知识 2. 掌握以下句型:
与 ①What are you up to
技能
①I haven’t started yet because I’m not sure how to make it.
教学 ①Has it arrived yet
目标
①Have you heard the latest news
3. To understand present perfect with already, just and yet.
4. To understand the conversation about the space mission to Mars.
5.Students can talk about something on the space
过程与 Lead-in，listening,self-learning,talking, practicing, induction summary
方法
情感、态度 Encourage Ss to study hard to know more about space in the future.
与价值观
教学 To grasp present perfect with already, just and yet.
重点
教学 The usage of already, just and yet.
难点
Audio Lingual ; Self-learning;
教学 Communicative; 学习 cooperative learning;
方法 Situational teaching method. 方法 inductive learning
教学资源准备 PPT,导学案，课本
教 学 过 程
基 本 设 计
Step 1：Warming-up (3’)
1. Enjoy a short film about space travel.
Q1: What’s the film about
Then show the title. (Journey to space)
2..Free talk:
(1)Ask the students some questions like this :
A: Have you heard the latest news about space travel
B: Have astronauts arrived in the space yet
教 C: Do you know Which astronauts have got into space
学 设计意图：先用短片来引出本节课的主题，通过这个环节来调动了学
流 生的学习兴趣。同时让学生在 free talk 的过程中感受新的语言项目，
程 通过这个环节，提高了学生的认知能力。
Step 2:Pre-task(5’)
Task1:Check the new words.
1. Show some pictures to get the students to say out the new words.
2.Organize the students to read the new words together.
3. Check the new words.
设计意图：引导学生谈论 power point 上的图片,检查学生对词汇的掌
握程度，训练学生的表达能力，通过图片、句子学单词，做到词不离
句。学完单词后，及时检查课前布置的单词练习题来巩固词汇。
Step3:While-task (25’)
Task2:listening
(1). Play the tape, ask students to listen and number the words (Activity 1).
(2).Guide the students to listen again and complete the notes (Activity 2).
(3) Guide the students to listen to the conversation :Tell students Daming’s friend
Tony has made a model spaceship for their school project, and now they are talking
about the model. Ask students to listen to the conversation and choose the correct
answer.
1. Has Daming made a model spaceship yet
A. Yes, he has. B. No, he hasn’t. C. Sorry , we don’t know.
2. Has the spaceship arrived in Mars yet
A. Yes, it has. B. No, it hasn’t. C. We don’t know.
3. Why has no one been to Mars
A. Because it is very far away.
B. Because scientists haven’t sent any astronauts to Mas.
C. Because our country is underdeveloped (不发达的)？
(4).Organize the students to check their answers.
设计意图：利用听读,练习的方式加强学生对课文的理解，培养能够听
懂关于太空探索的话题并提取信息,从而训练生细节听力技巧。
Task 3: Reading
(1).Ask the students to read the conversation to finish Activity 3, then check the
answers.
(2). Organize the students to read the conversation with the video.
(3).Ask the Ss to work with their groups to read the conversation.
(4) Have a competition: Read the dialogue in groups and choose the best group.
设计意图：通过看视频听读对话，帮助学生进一步理解课文内容。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，
并培养团结合作精神。
Task 4: Solve the language points
(1).Organize students to come to the blackboard and show out some difficult
language points that they found.
(2).Help the students to solve the difficult points.
设计意图：通过让学生上台展示他们所找的语言点，既培养了学生的
胆量，又培养了他们自主学习的能力。
教师点拨、补充语言点，让学生进一步理解知识点。
Task5: Retell the dialogue
(1).Ask students to complete the passage（Activity4）.
(2) .Ask three students to retell the dialogue.
设计意图：通过复述对话，加深对课文的掌握，同时也锻炼了口语。
Step4:Summary（3’）
1. Get the students to sum up the language points.
T: What have we learned today Ss:……
2. Let the students to choose the best team in this lesson.
设计意图：引导学生对这节课的总结，让学生做自由发言，培养学生
自主学习，自主总结的良好学习习惯。
简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴
趣，树立学习英语的信心。
板书
Module3 Journey to space
设计 Unit1 Has it arrived yet
I’ve already made a model spaceship for our school project.
Have you heard the latest news about space travel yet Yes, I have.
No, I haven’t. I haven’t heard the latest news about space travel yet.
课堂 用方框中所给单词的适当形式填空。
make，yet，search，problem，scientist
检测
1. You can go online to_search for more information.
2. So far no one has been to Mars yet．
3. —Can you help me with my English
—No problem．
4. —Have you heard the latest news
—Yes.Scientists have sent a spaceship to Mars.The journey has taken several months.
5. —What is Henry up to now
—He is making a model spaceship.
教学 .
反思
可适当拓展太空知识，布置一些动手的作业，设计飞船模型。帮助学生细化对话主
与
题，明确交际目的，让学生进行交际性对话。
改进
2023~2024 学年度第二学期八年级下册 Module 3 教学设计
课 题 Module 3 Unit 2 标题 We have not found life on any other planets yet.
总课时 2 备课人 上课时间
earn the new words:none,solar,out,system,environment,communicate.
学习 Understand the passage about space.
目标 Read and find out information from simple texts and choose the best title.
Write a passage to describe the picture about space.
Read and find out information from simple texts and choose the best title.
重难点
Write a passage to describe the picture about space.
教具 希沃白板 5，黑板，粉笔
Step 1:Lead in
1.Free talk:Ask students some questions:
What do you think can live outside the earth
Do you believe there is any life outside
2. Ask students to look at the picture and talk about Chinese spaceships.(Activity1)
What kind of spaceship
Who take the spaceship
What they did with spaceship
3. Learn more about Shenzhou-9.
【Teaching Purposes】To arouse students’ interest in today’s lesson and lead in the topic.
Step 2:Pre-reading
1. Guide students to learn about the new words.
教学 key vocabulary: none, environment, that, solar, system, solar system, group, galaxy,
流程 universe, light, impossible, take-took-taken, out, communicate
【Teaching Purposes】To help students learn the new words and understand the passage.
Step 3: While-reading
Fast reading:Task 1
1.Ask students to read the passage quickly and choose the best title for it.
Task 2
Ask students to divide the passage into many parts.
Careful reading.
Task 3
Ask students to read (para.1) and answer.
How long has there been life on the earth
Which sentence is the key sentence in Paragraph 1
Task 4
Ask students to read (para. 2-4) and fill in the blanks.
Task 5
第 1 页 共 2 页
Ask students to read (para 5) and choose.
We can infer from the passage that
A. we are alone in the universe
B. there have been visitors to the earth
from other planets
C. some has communicated with us
D. we do not know the answers of many questions asked by the scientists
【Teaching Purposes】To understand the passage and improve their reading skills.
Step 4: Post-reading
1. Enjoy the video and read after it.
2. Complete the passage with the words and expression in the box.
3. Retell the passage.
4. Explain some key language points.
【Teaching Purposes】To master the key language points and improve their speaking skills.
Step 5: Writing.
1. Look at the picture from a science story for children and answer the questions.
Where has the spaceship landed
What has the spaceship discovered
What have the people on Mars discovered
What do they like doing there
How do they feel about the life on Mars
2. Write a passage to describe the picture. Use your answers to the questions in Activity 5 to help
you. You can also add your own sentences.
Step 7: Summary&Exercises
【Teaching Purposes】To review what we have learned this class.
作业
布置
板书
设计
教学
反思
第 2 页 共 2 页
教学设计
课程基本信息
学科 初中英语 年级 八年级 学期 春季
课题 Module 3 Journey to space Unit 3 Language in use
教学目标
1. To summarize and consolidate the use of the present perfect tense together with already, just and
yet through various exercises;
2. To distinguish the difference between have/has been to and have/has gone to;
3. To further understand listening and reading materials on space travel;
4. To perceive the spirit of space exploration and strengthen a sense of national pride.
教学内容
教学重点：
1. To summarize and consolidate the use of the present perfect tense together with already, just and
yet through various exercises;
2. To distinguish the difference between have/has been to and have/has gone to;
教学难点：
1. To further understand listening and reading materials on space travel;
2. To perceive the spirit of space exploration and strengthen a sense of national pride.
教学过程
Step 1 Lead in
Ask the students to review the words we learn in this module with the help of the mind map.
Step 2 Listen and complete
Ask the students to listen to the tape and fill in the blanks with the help of predictions.
Step 3 Grammar practice
Show the sentences and summarize the grammar of already, just and yet.
Practice the grammar and complete the news with already, just and yet.
Show the sentences and summarize the grammar of have/has been to and have/has gone to.
Ask students to read and finish the task with have/has been to or have/has gone to with the help of
the tips.
Step 4 Read and complete
Ask the students to complete the email with the words in the box.
Ask the students to complete the passage with the correct form of the words in the box.
Step 5 Further thinking
Ask students to perceive the spirit of space exploration and strengthen a sense of national pride
Step 6 Homework
教学设计
课 主备 Listening and
Module 4 Unit 1--1
题 人 speaking
话题：health
功能：能够听懂和表达关于健康（看病）话题的谈话
语音：掌握连读方法
词汇：理解掌握下列词汇
名词：fever,headache,toothache,cold,cough, health,
知识目标
教 动词：cough,take,
学 代词：this, 介词、连词：since,
目 短 语 ： stomach ache, catch a cold, take one’s
标 temperature
语法：含有 for,since 的现在完成时
听：能够听懂谈论看病经历的简短对话
技能目标
说：能通过图片或相关经历谈论看病经历
情感态度价值
在小组活动中能培养乐观向上的精神
观
重
理解并掌握现在完成时的意义和用法
点
难
学会如何运用含有 for,since 的现在完成时造句
点
教
1. Whether the students have mastered the use of “for,since”
学
2. About “连读”
关
注
教 教师准备 Books, reading pens
学
准 学生准备 Notebooks, books
备
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
3’
一、课前活动，交流点评
Warming up
Free talk,questions like
this:
To keep
Have you ever seen a doctor
Lead healthy
What was wrong with you Learn
the In
What could you do to keep And
studen their
healthy listen
ts daily
二、呈现目标，感知体验
life
Show the pictures about a boy
who has got a stomach ache, then
match the words and expression
with the pictures.
5’ At the same time,make the
students master the words, such
as:
cough,fever,headache,stomach
ache,toothache
三、语言实践，强化操练
Listen and answer one question:
12’W hat’s wrong with Daming
the answer is:He has got a stomach
ache and his head hurts
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
15 Then write down another two
questions and ask the students to
listen to the dialogue again and after
that check the answers. Answe
Check
r
the
四、迁移拓展，真实运用 the
answer
Let the students read the questi
s
dialogue and then ask them how to ons
keep healthy
First stop eating fast food and
5’h ave breakfast every day.Second
get some exercise
after finishing this, let them
imitate the dialogue
五、评价反思，布置作业
Complete the table at Page 27
Then finish Exercise Four,pay
attention to health and healthy
Homework:
A:导航 Module 4 Unit1 精讲精练
B.try to talk about what
happened to Daming (oral work)
Unit One I haven’t done much exercise since I got my
computer
板
What’s wrong with Daming
书
How to keep healthy
设
First stop eating fast food and have breakfast every day.
计
Second get some exercise
围绕本课达成目标、教学方式、学习方式、课程资源的开发与利用等进行
课 反思
后
反
思
相
异
对于health 与healthy 的用法易混淆
构
想
教学设计
课 主备 Listening and
Module 4 Unit 1--2
题 人 speaking
话题：health
功能：能够与他人无障碍用英语谈论关于健康生活的话题
语音：掌握连读方法
词汇：理解掌握下列词汇
名词：fever,headache,toothache,cold,cough, health,
知识目标
教 动词：cough,take,
学 代词：this, 介词、连词：since,
目 短 语 ： stomach ache, catch a cold, take one’s
标 temperature
语法：含有 for,since 的现在完成时
听：能够听懂谈论看病经历的简短对话
技能目标
说：能通过图片或相关经历谈论看病经历
情感态度价值
在小组活动中能培养乐观向上的精神
观
重
理解并掌握现在完成时的意义和用法
点
难
学会如何运用含有 for,since 的现在完成时造句
点
教 1. Whether the students have mastered the use of “for,since and
学 useful phrases”
关 2. Whether they can make a short dialogue fluently
注
教 教师准备 Books, reading pens
学
准 学生准备 Notebooks, books
备
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
5’
一、课前活动，交流点评
Warming up
Recall what’s wrong with
Daming
To keep
What did the doctor tell
Answer teach healthy
Daming to do to keep healthy
the the In
二、呈现目标，感知体验 questi studen their
Explain the useful phrases in ons ts daily
the dialogue
life
My head hurts
I have got a headache.
There is a pain in my head
My head is painful.
10’ ......
take one’s temperature
be harmful to
do harm to
三、语言实践，强化操练
How to use the words for,since to
make sentences.
8’
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
For example:
13 Daming has taken his temperature
and he has been like this since
yesterday
Make
Check
四、迁移拓展，真实运用 senten
the
Make the students retell the ces
answer
dialogue and give the clue correc
s
What’s wrong tly
Why
How
4’T hen finish Exercise One In the
workbook.
五、评价反思，布置作业
Sum up
How to use for and since
Homework:
A:a paper
B.prepare Unit 2
Unit One
板 I haven’t done much exercise since I got my computer What
书 ’s wrong with Daming
设 Why
计 How
围绕本课达成目标、教学方式、学习方式、课程资源的开发与利用等进行
课 反思
后
反
思
相
异
since 前后时态容易混淆
构
想
教学设计
课程基本信息
学科 英语教材 年级 八年级 学期 春季
课题 Module4 Seeing the doctor Unit2 Reading and vocabulary
教科书 书 名：英语
出版社：外语教学与研究出版社
教学目标
By the end of the class, students will be able to:
1. master the key words and phrases, such as well, exercise, take part in, in excellent condition, feel
awful;
2. use the present perfect with for and since and the sentence pattern “too adj./adv. to do…”;
3. read and understand the sequence of events and behaviors of characters;
4. know the meaning of exercising and find the appropriate way to exercise.
教学内容
教学重点：
1. Learn to use the present perfect with for or since and the sentence pattern “too adj./adv. to do…”;
2. Read and understand the sequence of events and behaviors of characters;
3. Know the meaning of exercising and find the appropriate way to exercise.
教学难点：
1. Read and understand the sequence of events and behaviors of characters;
2. Know the meaning of exercising and find the appropriate way to exercise.
教学过程
Step1. Pre-reading
1. Brainstorm
Look at the pictures. What are they doing (doing different sports—doing exercise in different
ways) I like doing exercise. I get exercise by swimming. What about you (Lead students to answer
with the sentence pattern “I get exercise by …”.)
2. Look and say
Look at these people. How do they get exercise (Lead students to answer with the sentence pattern
“… get(s) exercise by …”.)
Step2. While-reading
1. Read and match. Read the passage and find out these people’s ways of keeping healthy.
Match the people with the above pictures.
2. Read and complete. Why do they start these ways of exercising And how long have they
done exercise Read and complete the table. When checking answers about how long, use
the sentence pattern “… has (done) … for/since…”.
3. Read and find. After knowing their ways of exercising, read the passage again and find out
their opinions about their ways. Do they like their ways of exercising Show sentences to
support your ideas.
4. Read and answer. Read Para1-2 and find out what happens to Anna and Wang Wei after
exercising. (When talking about Anna and Wang Wei, show a map which presents their
changes after exercising. From the map, let students notice they have good changes.)
5. Read and draw. Read Para3-4 and draw maps to show changes that Thomas and Richard
have. Do they have good changes after exercising (From the maps, students can find
Thomas has a good change while Richard doesn’t.)
6. Read and think
1) Why doesn’t Richard have a good change (Lead students to think and find out the
reasons.)
2) Elicit Richard’s words “I am too weak to do any exercise”. What does the sentence mean
(Let students guess the meaning of the sentence.) Do you agree with him
3) Can you give Richard some advice on healthy living
Step3. Post-reading
1. Learn the language
1) Our teacher is the coach, and she also takes part in the training with us. (Sentence One)
take part in: competition, activity, meeting(会议) etc.
join: club, party, group etc.
2). Perhaps I am too weak to do any exercise. (Sentence Two)
a) What does the phrase “too…to” mean
b) Summarize the use of too…to: too + adj./adv. + to +do
c) Translate the sentence into English.
这数学题太难了我解不出来。
2. Choose one part and retell the story according to the table.
Step4. Homework
Must-do:
1. Read and retell the passage.
2. Finish the exercise on the homework document.
Choose-to-do:
1. Interview a friend/teacher/family member to know his/her way of exercising from the
following aspects, such as how(exercise), why, how long, what(change).
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可
自行补充增加。
教学设计
课 主备
Module 4 Unit3 Revision
题 人
话题：health
功能：能够谈论病情和健康生活方式
词汇：理解掌握下列词汇
名 词 ： heart ， pet ， member ， condition ， illness ，
fever,headache,toothache,cold,cough, health,
exercise
动词：exercise，cough,take,（took/taken） 介词、连词
知识目标 since,
教
形容词：well， active， sleepy， daily， weak， awful
学
副词：then， perhaps
目
短语：take part in, in excellent condition, feel awful,
标
all over
stomach ache, catch a cold, take one’s
temperature
语法：含有 for,since 的现在完成时
能够读懂关于饮食健康及生活习惯的短文
技能目标
能够用现在完成时表达健康生活
情感态度价值
能够关心自己及他人健康
观
重
学会如何运用现在完成时于语篇中，尤其 since ，for
点
难
如何从文中获取有价值信息，适当运用阅读策略
点
教
1. to understand “ the present perfect tense ” for and since
学
correctly
关
2. to talk about the topic on health fluently
注
教 教师准备 Books, reading pens
学
准 学生准备 Notebooks, books
备
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
4’一 、课前热身，激活话题
To talk about Daming, ask
questions like:What’s wrong
with him Answer Check
Why is he not feeling the The To keep
comfortable questi answer healthy
What should he do ons s
After finishing the answering
the questions,step into the
grammar
Have/has been like this for...
3’T hen do exercise at P31—3
Pay attention to the phrase:
in the past few years
二、呈现目标，学习新知
Now that you know that we should
12’d o exercise to keep healthy, so
how will exercise or no exercise
make people feel
设计意图
学生 教师 自备、集备
时 教学内容及环节 （含德育
活动 调控 补充
渗透点）
T.hen say some ways to do
exercise
After that retell the content in
Unit 2 Expla
三． 语言实践，强化操练 Obey in the To do
In order to consolidate the phrases the key sports
and grammar in Unit 2, translate rules knowle often
some sentences. dge
Next step is to solve some problems:
13 Alan, Barbabar and John have
trouble in doing exercise, so read he
passage at P32, and get the key
information.
If you were Alan, Barbabar or John,
what advice would you like to give
3’h im or her
Have a discussion.
Then match a,b,c with 1,2,3
四、迁移拓展，真实运用
Do exercises to consolidate what
we have learnt today.so Do
exercise 5 at P43
5’五 、评价反思，布置作业
have a quiz
Homework:
A:导航Module 4 Unit3 P43--1,2,3
书 P31—4,5
B.a paper
Unit Three Language in use
板
have/has done ... for
书
have/has done .. since
设
should/shouldn’t do....
计
围绕本课达成目标、教学方式、学习方式、课程资源的开发与利用等进行
课
反思
后
反
思
相
异
构
想
教学设计
课 主备 Listening and
Module 5 Unit 1 课型
题 人 speaking
话题：文娱与体育
词汇：名词：cartoon, sky, hero, lesson, fight
形容词：handsome, smart, cool, humorous
知识 动词：fight, laugh
与 动词短语：can’t help doing sth.
教 能力 语法: 掌握几种时态的正确使用。
学 听：1.能够识别对话中提及的卡通故事和人物。
目 2. 能够识别说话人对卡通故事及人物的态度。
标 说：能够询问并回答有关卡通故事和人物的信息
过程
与 练习法、示范法、讲授法、小组合作法
方法
情感 能够就卡通故事或卡通人物进行交流，尊重他人的态
态度 度，并能够倾听他人的不同意见。
价值
观
重 在语境中正确使用一般现在，一般过去及现在完成时。
点
难 一般过去及现在完成时态的区别。
点
教 1. 学生是否能够正确使用三种时态。
学
2. 学生能否理解并接受别人的观点，并正确表达自己的观
关
点。
注
教 教师准 Multi-Media (the reading pen, PPT, Resources on the
学 备 textbook)
准 学生准 Books，notebook, exercise book
备 备
设计意 自备、
学生活 教师调图（含德
教学内容及环节 集备补
动 控 育渗透
充
点）
一、课前活动，交流点评 （5’ Guiding To accept
and others’
1. Show some pictures, and
helping, ideas and
tell something in common.
Free talk
trying to be brave
2. What do you think of the
show enough to
characters
the express
vocabul themselve
二、复习巩固，实际运用 (10’) ary s
To show
(一)Answer the questions:
the key
1. What kind of cartoons do vocabul
you like ary of
this 2. Do cartoons always end in
lesson
a happy way
3. What cartoons do you
think are funny
To get to
（二） Listen
know
and
1. Listen and find out Betty’s others’
complet Guiding
and Tony’s answers to the ideas
e the and
questions in Activity 1. about the
exercise giving
2. Work in pairs and check. Do characters
they like the same cartoons as s some .
you hints
三、话题讨论，明确目标 (21’)
Listen To use
1. Listen and answer: several Helping different
times and listening
What cartoon are they going to
and try guiding, skills to
watch
to find and complete
Do they like the cartoon both
the key checkin the task.
2. Listen and fill in the blanks. informat g
Daming’s idea: Superman isi on
better because he is
and Spiderman. He can fly
and bad
people. Superman is
than Spiderman.
Tony’s idea: Spiderman can
with his hands and
feet. That’s .
3. Listen and underline the words
Work in
the speakers stress. pairs or
group
4. Act out the dialogue. To be
and
brave
Guiding,
share enough to
explaini
四、实战操练，作品展示 (3’)
express ng and
What’s your idea about the
themselve
evaluati
cartoons
s
ng
Which one do you like better
What cartoons do you like
reading or watching on TV
Which one do you like best
Why
Eg. –What cartoons do you like
reading
--I like reading …
五、强化训练，布置作业 (1’)
A 层：
B 层:
Module 5 Cartoons
板
Unit 1 It’s time to watch a cartoon.
书
I can’t help laughing when I watch them.
设
计 Daming, we’ve finished our homework. It’s time to
watch a cartoon.
围绕目标达成、教与学的方式、学校理念体现、课程资源的
开发与利用等进行反思
课
后
反
思
相
异
构
想
教学设计
课 主备
Module 5 Unit 2 课型 Reading
题 人
话题：文娱与体育
词汇：
名词：schoolbag, mess, heaven, artist, copy,
知识 形容词：orange-and-white, ugly, clever,
与 black-and-white, own, private
能力 动词：lead, expect, invent, create, satisfy
教
动词短语：win the heart of sb
学
语法: 掌握几种时态的正确使用。
目
读： 能够读懂以卡通为主题的短文并提取相关信息
标
过程
与 练习法、示范法、讲授法、小组合作法
方法
情感
态度 通过阅读卡通故事了解不同国家的文化
价值
观
重 在语境中正确使用一般现在，一般过去及现在完成时。
点
难 如何快速提取文中有用信息
点
教 1. 学生是否能够正确使用三种时态。
学
2. 学生是否掌握快速提取信息的技巧。
关
注
教 教师准 Multi-Media (the reading pen, PPT, Resources on the
学 备 textbook)
准 学生准 Books，notebook, exercise book
备 备
设计意 自备、
学生活 教师调图（含德
教学内容及环节 集备补
动 控 育渗透
充
点）
一、课前活动，交流点评 （5’ To accept
others’
Work in pairs. Answer the Encoura
ideas and
questions about the cartoon ge the
Free talk
be brave
characters. Ss to
and
enough to
say
Nemo, Shrek, the Monkey make
express
more
King, Tintin, Snoopy the Ss
themselve
and help
intereste
1. Which of them do you
s
them
d
know
when
2. Which of them do you
necessar
like Why
y
To act
out the
二、复习巩固，实际运用 (6’)
dialogue
Read the passage and choose a
in pairs. Correct
sentence that best summarize it.
their
To learn
1. Read quickly and find out how mistakes
to find
many characters are there in the if
useful
passage. What are they necessar
informatio
y.
2. Read paragraph by paragraph
n.
and choose the best answers. Discuss
and
answer
三、话题讨论，明确目标 (19’)
1. Read the passage carefully Guiding
and complete the notes. and
giving
2. Answer some questions:
some
1) Where can we see Nemo and
hints
Shrek
2) What do they look like
To find
3) What does the Monkey King
the
do according to the passage
enjoyment
4) When do people think the of reading
Monkey King is funny
Work in
5) Is Tintin always alone
groups
6) When did people in China
and try
get to know Tintin
to find Offering
7) Who is likely to like Snoopy the help
according to the passage answers when it
is
wanted
四、实战操练，作品展示 (8’)
Complete the sentences with the
correct form of the words in the
box.
Try to Try to use
copy, invent, lead, private,
use the the words
satisfy, schoolbag, ugly
words correctly
before and more
doing
Offering often.
the help
五、强化训练，布置作业 (2’)
exercise when
A 层：
s. necessar
y.
B 层:
Module 5 Cartoons
板 Unit 2 Tintin has been popular for eighty years.
书 Fans have bought about 200 million copies of Tintin’s
设 stories in more than fifty languages.
计
Tintin appeared in China in the 1980s.
Many Chinese still collect these black-and-white Tintin
books.
围绕目标达成、教与学的方式、学校理念体现、课程资源的
开发与利用等进行反思
课
后
反
思
相
异
构
想
Module 5 problems
Unit 2 If you tell him the truth, you’ll prove how honest you are.
学生年级：初中二年级下
教学内容: 外研版《英语》（新标准）Module 5 Unit2
（一） 教学内容分析
本模块的话题是问题（problems）。在这一主题下，通过不同形式呈现并讨论了一些与
学生生活密切相关的问题和这一年龄段学生会遇到的一些烦恼。全部教学内容和知识技能都
围绕这一话题展开。
本节是一节读写课，阅读课文是以报刊，杂志中读者来信寻求解决问题建议的形式出现
的，内容源自学生生活中可能会遇到的一些问题，在回信中提出解决问题的建议。由于所有
内容都与学生生活密切相关，所以学生会有兴趣深入进去，也有利于教师组织讨论，进行语
言训练活动。本模块及本单元的语法内容是条件状语从句，教材中提供了充分的语言材料供
学生理解，运用。
教师在对本课的设计中，注重对语篇的深层次理解，以阅读能力训练为中心开展教学。遵
循循序渐进的原则，帮助学生充分感知概括语言材料的意义，运用关键词汇，语法归纳文章
的写作机构，并最终真实运用。
（二）教学目标
1 语言知识目标
话题：问题（problems）
语音：能够掌握感叹句的语调。
词汇：1）正确使用下列单词
名词及名词短语：truth, virus, pocket money
动词及动词短语：prove, realize, mend, take off, help sb. with sth.
形容词：honest, terrible
副词词组： at least after all
语法：能掌握带有 if 的条件状语从句。
e.g. If you tell him the truth, you’ll prove how honest you are.
2 技能目标
学生能够读懂反映问题和给予建议的书信，并能通过不同的阅读方式获取有效信息；能够用
条件状语从句进行口，笔头的表达，即能够运用所学重点短语句型写出自己的问题并给出建
议。
3 学习策略目标
认知策略：按要求预习课文，并能拓展，根据阅读材料的题材和要求选择不同的阅读技巧和
方法。
交际策略：能够在课堂上积极与同学进行交流和合作，共同探讨解决问题的方法和建议。
4 情感目标
培养学生乐于参与运用英语的实践活动，并善于同别人交流看法，同时在遇到问题烦恼时能
够积极面对勇于解决。
5 教学重点和难点:
重点：掌握本单元单词，词组的基本含义及在特定语境的中的意义。
难点: 能够理解条件状语从句的用法，学会恰当使用条件状语从句描述问题，寻求帮助和给
出建议。
（三）教学设计
依据《英语课程标准》的要求，教师在本节英语阅读课中除了完成传授语言知识，发
展学生语言能力的任务，还要完成深化课文内涵和拓展外延的任务，即将课文内容和现实生
活中相关的人和事进行联系，教会学生掌握技能认识社会，培养学生自信，自强

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