外研版八年级英语下册教案Module 9 Unit 2
Book 4 Module 9 Friendship
主备人：审核人：复备人：____________
一、教学内容：Unit 2 I believe that the world is what you think it is.
二、课型：Listening and speaking
三、教学目标：
1、能够正确使用下列单词和词组：silence bright treasure trust glue include circle stick suggestion
in silence day by day smile at circle of friends every time
2、能理解故事中的事件顺序和人物行为并根据上下文猜测生词的含义。
3、能够根据所给的提示描述改变自己生活的人或事的短文。
4、通过对友谊这个话题的探讨，让学生学会宽容、理解他人。
四、教学重难点：
1、能理解故事中的事件顺序和人物行为并根据上下文猜测生词的含义。
（重点）
2、能够根据所给的提示描述改变自己生活的人或事的短文。
（难点）
五、教学准备：
课堂整体运用任务型教学模式，培养学生独立自主的学习能力。
本课指导学生通过听说获取信息，培养学生的听说技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、课堂练习表格、奖品
六、教学过程：
七、板书设计：
Module 9 Friendship
Unit 2 I believe that the world is what you think it is.
1. in silence The little girl sat in silence and looked sad.
2. day by day We become close day by day.
day after day Day after day, they waited for the letter, but it never came.
3. It made me feel happy, lively and warm.
4. One day, I asked why she smiled at me that day.
5. If you think you’re lonely, you might always be alone.
达标训练题
一、完成句子：
1. 听！你听见有人在哭吗？
Listen! Can you _________ someone ___________?
2．我们不必为他担心的。
We needn’t ________ ___________ him.
3．一天天地，他渐渐地老了。
_______ _______ ________, he became older and older.
4.如果你对世界微笑，世界也会向你微笑的。
If you _________ _______ the world, it _______ _______ back.
5. 很多学生喜欢没吃早餐就上学。
Many students like going to school __________ ____________.
二、选择正确的答案：
( )1. I often feel _________because I live ___________.
A.lonely, lonely
B.lonely, alone
C. alone, alone
D.alone, lonely ( )2. The boy is very shy. She is afraid __________ in class.
A. speaking
B. speak
C. to speak
D. to speaking ( )3. My grandfather is out of condition and we all _______ him.
A. get worried
B. worry about
C. are worried
D.worry ( )4. They didn’t say a word and just sat there ________.
A. in silent
B. silent
C.in silence
D.silence
( )5. Nobody can make you _______ except yourself.
A. happy
B.happily
C. being happy
D. to be happy。
外研版英语八下Module9《Friendship》(Unit2)说课稿
外研版英语八下Module 9《Friendship》（Unit 2）说课稿一. 教材分析外研版英语八下Module 9《Friendship》（Unit 2）主要讲述友谊的重要性以及如何维护友谊。
本节课的主要内容是讲述一个叫Diana的女孩，她和朋友之间发生了一些误会，通过沟通和理解，最终重拾友谊的故事。
教材内容贴近学生的生活，能够激发学生对友谊的思考，培养学生的英语语言能力。
二. 学情分析八年级的学生已经具备一定的英语基础，对于友谊这个主题，他们有自己的理解和体验。
然而，学生在英语表达方面还存在一定的困难，需要通过教师的引导和帮助，提高他们的英语听说读写能力。
三. 说教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解文章的主旨大意，以及Diana和朋友之间误会的原因和解决过程。
2.能力目标：学生能够运用所学知识，用英语进行简单的交流，描述自己对于友谊的理解和经历。
3.情感目标：通过学习本节课的内容，学生能够更加珍惜友谊，学会理解和包容朋友，提高自己的人际交往能力。
四. 说教学重难点1.重点：学生能够掌握本节课的生词和短语，理解文章的主旨大意。
2.难点：学生能够运用所学知识，用英语进行复杂的交流，描述自己对于友谊的理解和经历。
五. 说教学方法与手段1.情境教学法：通过设置情境，让学生在真实的语境中学习英语，提高他们的语言运用能力。
2.任务型教学法：通过完成任务，让学生在实践中学习英语，提高他们的学习兴趣和动力。
3.小组合作学习：通过小组讨论和分享，让学生互相学习，互相帮助，提高他们的合作能力和沟通能力。
六. 说教学过程1.导入：教师通过提问方式引导学生谈论友谊的重要性，激发学生的学习兴趣。
2.呈现：教师通过展示文章图片，引导学生预测文章内容，激发学生的学习好奇心。
3.阅读：教师引导学生阅读文章，回答相关问题，帮助学生理解文章的主旨大意。
4.听力：教师播放听力材料，学生完成相关练习，提高学生的听力能力。
新外研版八年级下册英语 Module 9 Unit 2 教案(教学设计)
Module 9FriendshipUnit 2 I believe that the world is what you think it is.单silence, bright, treasure, trust, glue, include, circle,1. To learn about some expressions in the passage.2. To learn about the object clauses.1. To get information from the article.2. The use of “lonely and include”.new school. ()②It happened in summer. ()③I felt happy when I heard the other students talking and laughing. ()3. Paragraphs 4、5、6、7:Let them read Paragraphs 4、5、6、7 and fill in the blanks. Then one day, a girl looked at me and①, I felt②______, lively and warm. It was like a hidden ③. The smile ④_________my life. And the girl has ⑤_________ my best friend now.4. Paragraph 8:Ask a group of six students to read Paragraph 8, the other students try to find out:①What does the writer1. Copy the new words and expressions.2. Write a story between you and your best friend.在整个课堂设计中, 所有的活动都是在围绕学生的友谊展开的。
外研版八年级英语下册教案Module 9 第2课时
第二课时Unit 1Could I ask if you've mentioned thisto her?自主学习用所给词的适当形式填空。
1．Whenever I mention to_play(play) football，he always says he's too busy.2．I regret saying(say) such rude words to my mother.3．Parents should encourage their children to_do(do) social work.4．Don't worry.He won't refuse to_help(help) you.5．Emma，can you introduce me(I) to Alice? I want to meet her.教学过程环节1新课导入老师设置一个电话交流的情境让学生们进行对话练习。
例：你要找一位朋友倾诉你和父母之间所出现的问题，同时朋友给出相应的建议。
A：Hello! Is that... (人名)?B：Yes，this is... speaking.A：I have some problems with my parents.I feel...B：...设计意图：通过设置情境对话练习，让学生复习上节课所学的电话用语知识，并将目标语言灵活应用到与课文相似的实际情境中，不再局限于课本，同时也提高了学生的口语表达能力和语言组织能力。
环节2学习活动41．老师带领学生朗读活动4方框中的单词并理解其意思(老师将新学的词着重提一遍)，然后让学生完成活动4的练习。
老师抽选几名学生分享他们自己的答案，然后进行订正。
2．小组讨论。
让学生根据课文中玲玲所遇到的问题试着给出其他有用的建议，综合组内成员的意见得出最佳建议，随后各组依次分享建议，班上评选出最佳建议。
设计意图：通过本环节的学习，让学生巩固了所学的重点单词；通过小组讨论；拓宽学生的思维，活跃课堂氛围。
外研版英语八年级下册Module9-Unit2教案设计
一、教学目标
【知识目标】1.准确认读in silence ,treasure ,suggestion.等新词，并理解意思。
2.掌握、理解Iasked her why she smiled at me.
What happened suddenly.
Whathappenedafter this.
Whathappenedlater.
What she thinks now.
PPT第9页
3了解本文的发展顺序，写一篇作文：关于改变你的生活的人或事。
PPT第10页
【设计意图】本活动是在理解文章的基础上完成细节训练，活动5是列出课文中故事的发展顺序，学生根据这个顺序再读课文，可以更好地理解文章结构，同时，也是写作前的准备活动。活动6为开放性作写作，开放性的难度很大，但同时，也给学生的想象力和创造力留下空间。
（四）
布置作业
反复修改已写完的作文，小组之间可以互相批改。
【设计意图】充分发挥学生的积极主动性，发挥小组活动的作用，通过互相批改，从而取得更大的进步。
（五）
板书设计
Module9Unit2Ibelieve that the world is what you think it is .
Iasked her why she smiled at me.
What did you do to feelbetter?
How can you make other people feel happy?
PPT第2页
【设计意图】本活动的设计是一个读前的活动，目的是激发学生对本单元内容的学习兴趣，顺利导入主题。
外研版八年级下M9U2教学设计
Module 9 FriendshipUnit 2 I believe that the world is what you think it is.一、教学内容分析本节课是外研版新标准八年级（下）册Module 9 Friendship Unit 2 I believe that the world is what you think it is.的第二课时内容。
本模块以友谊为话题，而第二单元主要以阅读的形式呈现，通过讲述一个美丽的微笑的故事，告诉学生友谊的重要性，同时引导学生要友好对待他人。
课文是一个典型的记叙文，以时间为线索，记录了一个微笑对作者的生活产生的深远影响。
二、学情分析本班级学生学习英语的热情比较高，因此在英语课上比较活跃。
但有些学生因为不自信，不是太敢说。
所以在我的课上尽量给每个同学分配不同层次的问题，以此来提高他们说英语的自信心。
加强对学生思维上的引导，培养他们分析问题、解决问题的能力。
在语言能力方面，部分学生之前接触过疑问词引导的宾语从句，但相当一部分学生对宾语从句的理解及掌握程度还不够扎实。
本课以友谊为话题，教学内容贴近生活，非常有趣，有良好的运用语言的环境，很容易激发学生学习英语的兴趣，是学习英语的一个良好的机会。
三、教学目标 (Teaching Aims)（一）语言知识1.熟记并会用本课所学的新词汇 bright ,treasure, trust ,include, circle, stick,glue, suggestion 等等。
2. 短语：in silence, day by day ,smile at , every time,make friends with sb ,without a word ,stick together like glue ,include…in… 等等。
3. 句型：I did not know who she was.She said she could not remember.I asked her why she smiled at me that day.Now I believe that the world is what you think it is.（二）语言技能1．听：听懂文章大意，提取主要信息，回答教师提出的问题，并能够听懂文章中用宾语从句表述句子的意义。
外研版八年级下Module9HeroesU2教案
外研版英语八年级下册：
Module 9 Heroes
Unit 2 There were few doctors，so he had to work very hard
[吴忠市板桥中学：马晓玲]
一、教学内容分析：
本模块的话题是英雄，它是初一下册书M10的延伸。
本单元为M9的第二单元，本文主要通过介绍白求恩大夫的英雄事迹，进一步学习原因状语从句，尤其是so that 引导的从句，而本课为第一课时，主要学习英雄的事迹，通过学习，让学生更多的了解英雄人物，及培养他们学习英雄，勤奋学习的情感素质
二、教学目标：
1.学习give one’s life to，look after 等词汇
2.能听懂对英雄人物的描述
3.能根据阅读文章内容了解白求恩的生平事迹，掌握一些写作技巧
三、教学重难点：
1、词汇的理解应用
2、熟读短文，理解短文内容
四、教学设计思路：
1、热身活动
2、词汇的学习
3、课文的学习。
1）听，填空（关键词的应用）；2），整体阅读（排序）
3）分段阅读理解；4) 复述课文（词汇应用）
二、教学过程设计。
Module9Unit2Wethoughtsomebodywasmovingabout教案外研版八年
外研版八年级下册Module 9 Unit 2 We thought somebodywas moving about教案Objective:➢Develop students’listening and speaking skills in English➢Enhance students’ability to understand and use past continuous tense➢Foster critical thinking and analysis of a narrativeMaterials:✓Whiteboard or blackboard✓Projector or audiovisual equipment (optional)✓Worksheet for vocabulary and comprehension questions (optional)✓Paper and writing materials for students✓Short story or audio recording of a suspenseful situation (optional) Warm-up :1.Begin the lesson by asking students if they have ever experienced asituation where they thought somebody was moving about, but they couldn’t see anyone.2.Encourage students to share their stories or observations, askingquestions to prompt their reflection and discussion.Vocabulary and Grammar Introduction:1)Introduce relevant vocabulary related to the unit, such as “suspect,”“creep,”“tremble,”“whisper,”etc.2)Display the vocabulary on the board or projector.3)Explain and provide examples of the past continuous tense,emphasizing the concept of an ongoing action in the past.4)Encourage students to brainstorm and share examples of sentencesusing the past continuous tense.Listening Activity:1.Play an audio recording or read aloud a short suspenseful story tothe students. The story should involve characters who think somebody is moving about but are unsure.2.Instruct the students to listen carefully and take notes on key detailsand events in the story.3.Replay the recording or read specific parts again if necessary.4.After the story finishes, ask comprehension questions to check theirunderstanding and engage them in a discussion about the events and characters.Speaking Activity :1)Divide the students into pairs or small groups.2)Give each group a set of discussion questions related to the story andthe suspenseful situation, such as “What do you think really happened?”, “Why do you think the characters thought somebody was moving?”, “What would you have done in that situation?”, etc.3)Instruct the students to discuss the questions and express theiropinions, using the past continuous tense when appropriate.4)Circulate around the classroom, listening to their discussions, andproviding guidance and feedback as needed.Writing Activity :1.Ask the students to individually compose a short paragraph ornarrative describing a suspenseful situation they have experienced or imagine happening.2.Remind them to use the past continuous tense to describe ongoingactions in their writing.3.Collect the written paragraphs and provide feedback on theirlanguage use, sentence structure, and ability to effectively convey suspense and tension.Group Presentations:1)Ask a few students to volunteer to share their written paragraphs ornarratives with the class.2)Encourage the other students to ask follow-up questions, providefeedback, and share their own opinions and experiences related to the suspenseful situations described.Assessment:1.Observe the students’participation in the discussions, consideringtheir ability to use the past continuous tense and express their opinions effectively.2.Evaluate the quality of their written paragraphs, focusing on theircommand of the past continuous tense, sentence structure, and ability to create suspenseful narratives or descriptions.Closure:❖Summarize the main points discussed during the lesson, emphasizing the past continuous tense and the elements of suspense and tension in narratives.❖Encourage students to continue exploring and using the past continuous tense in their speaking and writing to describe ongoing actions in the past.。
Module9Unit2教案外研版英语八年级下册
Objectives:➢To introduce the concept of perception and its influence on individuals’worldview.➢To develop students’critical thinking skills and ability to express their beliefs and opinions.➢To enhance students’speaking and listening skills through engaging discussions.➢To promote reflection and empathy among students.Materials:✓Textbook: New Standard English (Foreign Language Teaching and Research Press) - Grade 8, Module 9, Unit 2.✓Whiteboard or blackboard and appropriate markers/chalk.✓Handouts with discussion prompts or statements related to perception and belief.Procedure:Warm-up1.Begin the lesson by asking students to share their opinions on thestatement: “Do you think everyone sees the world the same way?”2.Encourage a brief discussion and allow students to express theirinitial thoughts on perception and individual differences. Introduction1)Introduce the topic of the unit: “I believe that the world is what youthink it is.”2)Define perception as the way individuals interpret and make sense oftheir experiences.3)Discuss examples of how perception can differ among individuals orcultures, such as the interpretation of colors or body language. Vocabulary Building1.Introduce key vocabulary words related to perception and belief,such as “perspective,”“interpretation,”“worldview,”and “bias.”2.Provide definitions and examples of each word and encouragestudents to use them in sentences.3.Engage in a class discussion about the importance of thesevocabulary words in the context of perception.Pair/Group Activity - Perception Case Studies1)Divide students into pairs or small groups.2)Provide each group with a case study involving different perspectivesor interpretations of a situation or event.3)Instruct students to discuss and share their thoughts on the casestudy, considering how perception influences their understanding.4)Encourage students to identify biases or stereotypes that may affecttheir interpretation.Speaking and Listening Activity - Debating Beliefs1.Provide statements or discussion prompts related to beliefs, such as“It is impossible to change someone’s deeply held beliefs.”2.Divide the class into small groups and assign each group a statementto discuss.3.Instruct students to present their arguments and engage in arespectful debate, considering different perspectives.4.Encourage active listening and the use of evidence to supportopinions.Class Discussion and Reflection1)Bring the class back together and facilitate a whole-class discussionon the importance of empathy and understanding in a diverse world.2)Encourage students to reflect on how their own beliefs andperceptions may have changed or evolved over time.3)Discuss the impact of collective beliefs on society and encouragestudents to consider ways to promote tolerance and inclusivity. Writing Activity - Personal Belief Statement✧Instruct students to write a short paragraph or reflection on apersonal belief they hold and why it is important to them.✧Encourage students to articulate their thoughts clearly and provideexamples or personal experiences to support their belief.✧Collect and review the students’writing for feedback andevaluation.Conclusion and Homework❖Summarize the main points covered in the lesson, emphasizing the influence of perception on individuals’beliefs and worldview.❖Assign the following homework: Write a short essay discussing how perception can shape our understanding of the world. Support your arguments with examples from real life or literature.。
外研社八年级英语(下册)Module 9 Unit 2课程教学设计
外研版八年级下册M9U2教学设计Module 9 FriendshipUnit 2 I believe that the world is what youthink it is一、教材简析本模块以友谊为话题，探讨学生在友谊问题上的困惑及解决办法，让学生意识到友谊的重要性，并积极探寻与友人相处的正确办法。
Unit2 课文讲述了一个甜美的微笑改变了作者的生活的感人故事，说明了友谊的重要性。
并以此为载体学习宾语从句和用阅读技巧来阅读和分析课文。
二、学情分析1、友谊是青少年学生的重要组成部分，学生对此话题会充满兴趣。
2、学生能根据已有知识基础和微课视频材料预习，自学生词并对宾语从句在以前的学习中有所感知，为话题作文写作作好了铺垫和准备。
三、教学目标依据英语新课程标准对阅读课的要求，结合教材内容，考虑初二学生的已有的知识水平和学习能力，本课的教学目标确定为：知识目标：1、掌握并能正确运用基本词汇：lonely，silence，bright, treasure, stick…to, trust, include, circle, suggestion.2、理解句型：1).I didn’t know who she was.2).I asked her why she smiled at me that day.3).She said she could not remember.能力目标：1、能够理解时间的顺序和人物行为。
2、能够根据阅读技巧对文章进行阅读和分析，并依文章的结构自主作文。
情感策略目标：建立良好的友谊，学会宽容他人，理解他人。
四、教学重点: 掌握阅读技巧，分析文章结构，依结构自主作文。
教学难点：培养学生对故事顺序和人物观点的理解能力。
五、教学方法：任务型教学法六、教具：PPT课件七、教学步骤：Step I Warming up/Lead in【教学策略】1.Topic talk导入：Teacher: Do you have a friend ? What does a friend do ? Today we’ll learn a story about a friend.☆设计意图：营造和谐的课堂气氛，激活话题，轻松导入课题。
新外研版八年级英语下册Module 9 Unit 2 I believe that the world is what you think it is教学案
Step 7Practice
Step 8 Written task
【规律总结】
1.stay in touch
2.day by day
3.ask for advice
4.It doesn’t matter.
5.feel lonely
6.be patient with
7.smile at
A.Every time B. Everytime
C. Every times
2. The boy fe lt __ ___ when he stayed at
home alone.
A. alone B. lonelyC. happily
3.The little boy grew up day ____ day.
A. at B. to C. forD. by
4. I want to give you some _____ about
the hobby.
A. suggestB. suggesti on
C. advicesD. piece of advices
5.The policewoman asked the little boy ______.【2012贵州安顺】
8.refuse to do sth.
9.enter into
10.happen to sb.
11.find out
注：按照健康课堂相应课型流程编写。
6.feel +adj=feel lo nely
7.talk to sb.
8.wo rry about sb.
9.talk with sb.
10.in silence