(完整版)外研版八年级下册第二模块第一单元教案
外研版八年级下Module2 Unit1教案
教学设计外语教学与研究出版社《新标准》英语初中一年级下册Module Two ExperiencesUnit One I’ve also entered lots of speaking competitions.一、教材分析本模块以个人经历为话题，分设三个课时进行学习。
本节课是这个模块中的第一课时，是一节听说课型的新授课。
作为模块的第一课，它为第二、三单元不仅提供了话题和语境，同时也为学生们后来的学习扫清语言和文化的障碍。
在第一单元中，学生的听说活动围绕玲玲和托尼参加比赛、赢取奖品的对话展开。
学生们通过学习对话,感知和运用如何用现在完成时去询问并表述个人经历。
本单元中的内容与学生们的实际生活息息相关，激发了学生的学习兴趣，语言实践活动也比较好开展。
本单元的重点是用现在完成时去询问和表达个人经历。
难点是在特定语境下如何正确运用现在完成时，使语法知识的学习融入生活实践，培养用语言做事的能力。
二、教学目标1．语言知识目标(1) 学会词汇： ever, enter, competition, prize, first prize, dream, afford, invite(2) 理解词汇： write about, make up,(3) 复习词汇： improve, exciting, tired, wonderful2．技能目标(1) 能听懂有关个人经历的材料（参加比赛和旅游）。
(2) 能读懂有关个人经历的文章，，并提取信息。
（3）能听懂，读懂，理解和复述整个对话。
(4) 能完成对话到语篇的信息转换，填写重要信息。
3．学习策略目标（1）借助点读技术，感知、领悟听力技巧和方法；（2）通过小组合作的方式，能够与他人配合，学会合作学习；4．情感与态度目标在教学过程中，学生们通过实践、参与有意义的各种形式的活动，体验与他人合作，共同完成学习任务的乐趣。
在本课中，通过对谈论个人经历，培养学生独立、自立的意识。
英语：Module2 Unit1教案(外研社八年级下)
Step3. Presentatio nStep4. Listen and read (Activity 3)Step 5. Read and practice (Activity4& Unit 3Activity 4) Ask three questions:①. Do you think what Chen Hua is?②. What did Sally call Chen Hua for?③.Chen Hua will interview Sally, do you think whatpersonal questions will he ask Sally?1. Students listen and try to get what personal questions Chen Hua asked and then present the four sentences.①.Can you tell me where you are from?②.I’ve heard that you play in your school orchestra. (That means: what’s Sally’s school orchestra getting along with?)③.Can I ask you if you miss the UK, or your relations?④.What does China feel like? (That means: What do you think of China?)2. Students read the dialogue carefully and work in groups to find out the answers to the personal questions, students guess the meaning of the new words and phrases.3. Students read after the tape and help them overcome some difficulties about comprehension.1．Read the dialogue aloud and keep books closed, check the true sentences in Activity 4①. Chen Hua has already met Sally.②. Sally is waiting for Chen Hua to arrive.③. Sally doesn’t know who will come to their last public concert.④. Sally thinks the word “foreigner” isn’t friendly.⑤. Chen Hua invites Sally and her friends to visit Radio Beijing.2．Do Unit 3 Activity 4 individually, then discuss in pairs if they have any questions, check answers together and then。
外研版英语八年级下Module2Unit1教案
Module 2 FriendshipUnit 1 Can you tell me where you’re from ?学习目标:1.对于陌生人，你想要了解什么？问一些什么问题？2.假如你是一位记者你该如何去访问他们？问一些个人问题？3.打电话的常用语。
达标：1．熟记Unit 1的单词；2．掌握重点短语的运用。
3．会运用打电话的常用语。
4．This is×…××.speaking.我是、、、5．Is that ×××speaking?…..你是、、、6．Who’s calling ? who’s that? 你是谁？7．Hold the line, please.稍等/ 别挂电话。
8．会运用宾语从句Do you know if …..?9．Can you tell me where…….?10．Can I ask you if …..?11．I don’t know ……..12．I know that ………..13．I’ve heard that………重点和难点：1 hold the line .，稍等，别挂电话2 right now 现在right now 立刻，马上3 personal question 私人问题/个人问题4 in fact 事实上/实际上5 a couple of 几个6 close friend 亲密朋友7 What does it feel like?觉得它怎么样？①=how do you like it ? =what do you think of it?②feel like doing sth 想做某事Eg: He was ill so he felt like seeing a doctor.他病了想看看医生。
8 My visit here is all about making friends. 我在这儿访问就是要交朋友。
Module1Unit2教学设计外研版英语八年级下册(1)
外研版八年级下册Module1Unit 2 I feel nervous when I speak Chinese教学设计Lesson Objective:By the end of the lesson, students will be able to:➢Understand and discuss feelings and emotions related to speaking Chinese or any foreign language.➢Express their personal experiences and strategies for overcoming nervousness when speaking Chinese.➢Develop confidence and fluency in spoken Chinese.Materials:✓Whiteboard, markers, and eraser✓Handouts with vocabulary and conversation prompts✓Audio or video recordings of Chinese conversations or dialogues Warm-up Activity:1.Begin the lesson by asking the students how they feel when theyspeak Chinese or any foreign language.2.Allow the students to share their feelings and experiences, andencourage them to use vocabulary related to emotions.3.Write some key vocabulary words on the whiteboard, such as“nervous,”“confident,”“anxious,”“comfortable,”etc.Introduction :1)Show pictures or play audio or video recordings of Chineseconversations or dialogues.2)Engage the students in a brief discussion about their reactions to theconversation or dialogue.3)Introduce the topic of feeling nervous when speaking Chinese andexplain that it is a common experience for language learners.4)Discuss the importance of overcoming nervousness and buildingconfidence in spoken Chinese.Vocabulary and Language Practice:1.Provide handouts with vocabulary related to feelings and emotionsin Chinese.2.Instruct the students to match the Chinese vocabulary with theEnglish translations.3.Review the answers as a class, discussing the pronunciation andmeaning of each word.Example vocabulary words in Chinese:◆紧张- nervous◆自信- confident◆焦虑- anxious舒服- comfortableSpeaking Practice:1.Pair up the students and provide conversation prompts related tospeaking Chinese and overcoming nervousness.2.Instruct the students to take turns asking and answering the prompts,using the newly learned vocabulary.3.Monitor their conversations, providing feedback and languagesupport as needed.4.Encourage the students to share their strategies for reducingnervousness and building confidence when speaking Chinese. Example conversation prompts:1)How do you feel when you speak Chinese? Do you feel nervous orconfident?2)Have you ever overcome nervousness when speaking Chinese? Howdid you do it?3)Can you share any tips or strategies for building confidence inspoken Chinese?Listening and Speaking Activity:1.Play an audio or video recording of a native Chinese speakerdiscussing their experiences learning and speaking Chinese.2.Instruct the students to listen carefully and take notes on the speaker’s feelings, challenges, and strategies.3.Facilitate a class discussion based on the recording, allowing studentsto share their own thoughts and experiences related to speaking Chinese.Example audio/video clip:A native Chinese speaker sharing their journey of learning Chinese and how they overcame nervousness when speaking the language.Group Activity and Presentation:✧Divide the class into small groups and assign each group a specifictopic related to overcoming nervousness in speaking Chinese.✧Instruct the groups to brainstorm ideas, gather information, andprepare a short presentation.✧Provide a structured presentation format, allowing each group topresent their topic, strategies, and tips.✧Encourage the students to use appropriate vocabulary andexpressions during the presentations.Wrap-up Activity :❖Summarize the main points discussed during the lesson, emphasizing the importance of overcoming nervousness and building confidence in spoken Chinese.❖Ask the students to reflect on their own feelings and experiences related to speaking Chinese and write a short paragraph about it.❖Share some of the paragraphs aloud to promote further discussion and understanding among peers.。
Module2Unit1教案详解-外研版八年级下册英语
举例：通过角色扮演，让学生练习使用What are you doing?询问对方正在进行的动作，并回答I'm doing…
2.教学难点
（1）词汇用法：学生容易混淆动词原形和ing形式的用法，尤其是在构成短语时。
举例：在教学过程中，可以设计填空题，让学生练习将动词原形改为ing形式，如“go dancing”而不是“go dance”。
二、核心素养目标
本章节的核心素养目标主要包括以下方面：首先，提高学生的语言素养，通过学习动词及短语的用法，使学生在实际情境中准确运用英语进行交流，培养他们的语言表达能力和词汇运用能力。其次，培养学生的学习能力，让学生在自主探究和合作学习中掌握一般现在时和现在进行时的用法，提高他们分析问题、解决问题的能力。再者，强化学生的文化意识，通过阅读文本了解不同文化背景下的日常活动，增强学生对文化差异的敏感性和包容性。最后，关注学生思维品质的培养，通过分析、比较、总结等思维活动，提高学生的逻辑思维和批判性思维能力。这些核心素养目标与新教材要求相符，有助于全面提升学生的英语学科素养。
三、教学难点与重点
1.教学重点
（1）词汇：本节课的核心词汇包括dance, sing, play, swim等动词，以及go dancing, go swimming等短语。这些词汇是描述日常活动的基本组成部分，需要学生熟练掌握并能在实际语境中灵活运用。
举例：在讲解dance一词时，可以通过展示不同舞蹈的图片，让学生在实际情境中学习并运用该词汇。
外研版八年级英语下册Module 2 Unit 1教案设计设计
八下Module2Unit1教学设计教学目标：语言知识目标：功能：能够询问他人的经历，能够向他人介绍自己的经历语法：能够运用现在完成时询问他人并表述个人经历词汇：ever enter competition first price dream afford invitewrite about make upHave you ever …Yes, I have. No, I haven’t.语言技能：1、能听懂有关个人经历的材料（参加比赛），并提取所需信息2、能够运用现在完成时询问他并表述个人的经历3、学生能够连贯的朗读课文，理解对话大意，从中找出有关信息4、能够进行角色扮演，谈论相关旅行经历情感态度与价值观：1、培养学生独立，自立的意识和对家乡祖国的热爱之情。
2、了解西方人热衷旅行，追求自由的个性，了解各地的地理环境和风景名胜教学内容分析：本模块是个人的经历，主要谈论与旅游相关的经历。
通过本模块的学习我们希望学生能够读懂、听懂对他人经历的描述，并能询问他人和描述个人的经历。
第一单元围绕玲玲和托尼参加比赛、赢取奖品的对话展开。
玲玲在参见一等奖为“梦想旅行”的口语比赛，她想获得大奖从而实现她的旅行梦想。
托尼参加过很多口语比赛，但一直没有得过奖。
玲玲建议他参加介绍旅行经历的写作比赛，奖品是《80天环游世界》，不过是一本书，不是一次旅行。
本模块的重点是现在完成时，引导学生通过对对话语境和活动语境的理解形成对现在完成时的语境的理解。
学情分析：授课对象是八年级学生，由于各种原因，本班学生大部分学生基础较弱，羞于表达，所以设置小组合作等环节，及各种信息技术手段的使用，让学生体验学习英语的快乐，获得成就感。
对于部分学生来说学习本单元的课文还是有点难度的，特别是对于现在完成时的理解。
打算运用微课的形式，讲解本课的重要时态—现在完成时，更形象直观，加深印象。
基础好的学生学习本单元就比较得心应手了。
对于学习有困难的学生就需要多照顾一下，环节和问题的设置就要相对简单一些。
外研版八年级英语下册 Module 2 unit 1教案
7．Ask the students to complete the sentences with the correct form of
the words in the box. 8．Ask some students to show their answers，and then check the answers. Keys： 1)dream 2)prizes 3)competition 4)afford 5)pity 6)invited 9．Ask the students to read the sentences aloud. Step 6：Pronunciation 1．Ask the students to read the sentences in Activity 6.
—Have you ever wanted to travel around the world? —Yes，I have. I've always wanted to travel around the world.
—Have you ever visited New York? —No，I haven't. I've never visited the US.
教学重点 教学难点
Key vocabulary: ever , enter, prize, competition, afford , write about , invite, make up Key sentences: Have you ever won any prizes before? That's a pity. That sounds wonderful!
板书设计
Module 2 Experiences Unit 1 Have you ever entered a competition
外研版八年级下M1U1(2)教学案
第一部分学习要求：学习目标：1、知识和技能目标1).话题：Feelings and impressions.2）语音：能够掌握表达感受和物质特征时的语言语调。
3）词汇：学会正确使用本单元单词。
4）语法：熟悉感官动词的基本用法，并能运用感官动词描述物品。
5）功能：能够利用感官动词和形容词描述食物。
2、技能目标：1. 能够识别常用感官动词所表达的内容，并与图片匹配；能够识别不同形容词所表达的含义。
2．能够运用形容词和相应的感官动词表述物品和人物等的特征。
3、学习策略：学会预习，学会合作。
4、情感、态度和价值观目标：对比中西方的饮食文化；了解不同民族和不同性格的人表达情感的方式。
学习重点:熟悉感官动词的基本用法，并能运用感官动词描述物品。
学习难点：能运用感官动词描述物品。
学法指导：1.课前通过自学单词和预习课文，解决学案中的问题。
2.课上通过合作探究、展示交流，解决重难点。
3.课后自我总结归纳。
第二部分学习过程：一、课前预习导学：（一）根据汉语写单词并在课文中划出这些单词：名词（n.）气味__s me ll__ 小甜饼______________ 比萨饼______________ 尝试______________馅饼；派______________盐；食盐______________果酱______________最喜欢的人或事______________耳朵______________名言警句：Well begun is half done. 好的开端是成功的一半。
动词（v.）有······的气味；闻；闻出______________听起来；令人觉得______________ 形容词（adj.）软的；柔软的___________酸的；馊的___________令人愉快的；可爱的___________做完的___________介词（prep）用于；（表示持续的时间）达，计___________语气词（int.）呣（用于表示食物味道好）___________短语尝一尝；试一试________________对甜食的爱好________________ 有点儿________________完成了；做好了________________在中间________________（二）跟磁带朗读本单元课文三遍，整理你认为重要的句子和不理解的句子写在下面，你能划出重要或不理解的地方吗？————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————二、课堂学习研讨(一)预习展示交流（二）合作探究I. Work in groups.感官动词怎么用呢？1.The apple tastes sweet.2.Does your friend look sad?3.The sweater doesn’t feel comfortable.4. The music sounds beautiful.5. The soup smells strong.名言警句：Well begun is half done. 好的开端是成功的一半。
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11-4)
我的个性化修改
-2-
教
学
过
程
教
师
活
动
学生活动 我的个性化修改
Step 4 Presentation 1. Free talk eg. Have you ever made telephone calls? Who do you usually call? 2. Listen and find out: What do Ann’s mother and Bill talk about on the phone?
I
think that Sally…
Listening and
reading:
(Turn to Page
10-3)
1. Listen and
answer the
questions:
1) How
many persons
are there in the
dialogue？
2) Where
are they?
过
程
教
师
活
动
学生活动
Step 1 Warming up and Leading-in 1. Let’s sing the song “Where are you from?” 2. Fill in the blanks according to the song. eg. 1) Tony sings that he’s from China ( 一共4句)
Step 7 Listening and reading: (Turn to Page 10-3)
1. Listen and answer the questions:
1) How many persons are there in the dialogue？
2) Where are they? 2. Read and answer (必须用宾语从句回答)
2. Read and answer ( 必 须用宾语从句
回答)
1)
What does
Chen Huan
say? He says
that…
2)
What does
Sally say?
She
says
that …
3. Read and check ( √ )the
true sentences.
(Turn to Page
设计意图 在学生进教室时播放一首与新授知识有关的轻松 活泼的歌曲 Where are you from? 既是为了活跃课堂气氛，激 发学生的学习兴趣, 又是为了能很快进入主题 Can you tell me where you’re from?
Step 2 Pair work
1.
Where
are
you
临邑县中小学当堂达标教学课时教案
学校
兴隆中学
年级
八
学科
英语
授课人
刘蕾
班级
备课时间 年 月 日
()
课题
教 学 学 习 目 标
M2 unit1
授课时间 年 月 日
知识目标: 1) 能利用宾语从句讨论与友谊有关的话题。正确使用宾语从句的三种句式。 2) 能够理解下列单词和词组：a couple of, junior high school 3) 能够正确使用本模块中出现的四会词及短语。
Weight
74kg
Sports
110m hurdles
设
计
A: Write a dialogue about the interview with Chen Huan. B: Write a dialogue about the interview with Liu Xiang
达
标
检
测
-1-
教
学
(事先交代情景: Ann’s classmate Bill called Ann. But Ann wasn’t in. Ann’s mother answered the phone.)
Expressions of making telephone calls: Hello! Could I speak to Ann, please? I’m afraid she isn’t here right now. Can I take a message for you? This is Bill. I’ll give her the message…
find out how
many people
you
hear.
(Turn to page
10-1)
2 . Listen and
number the
order. (Turn
to page 10-2)
3. Make a
telephone cห้องสมุดไป่ตู้ll.
Mr. Wang
telephone
d Father.
But Father
2.Where is your good friend from?
S1:
Where
are
you
S1: Where is your good friend from?
S2:
I
am
S2: My good friend…is from…
S1: S2 says that he / she is
S1: S2 says that …
1) What does Chen Huan say? He says that…
2) What does Sally say?
She says that …
3. Read and check (√)the true sentences. (Turn to Page 11-4)
Practice
1. Listen and
wasn’t in.
You
answered
the
telephone. （用两只
电话机让
学生在课
堂上表
演）
-3-
教
学
反
思
-4-
重 教难
点
教学重点: 正确运用宾语从句描述友谊。 教学难点: 宾语从句的引导词、语序及时态。
方
利用多媒体, 让学生在歌声中感受语言，在轻松愉快的 video 欣赏中输入语言，在合
学 法 作学习、游戏、竞赛等活动中巩固语言。
与
手
段
板
From
Shanghai
Birth
1983.7.13
书
Height
1.88m
from? from? from… from…
Step 3 Group work
1. Say something about my good friend Sally.
2. Report
S1
has heard that Sally…
S2
knows that Sally…
S3
says that Sally…