外研版八年级下Module three 全模块教案.doc教案
外研版八年级下Module three 全模块教案一、教材内容分析：本模块以电台广播活动为话题，通过对广播台的参观，文本主人公幼年时对广播收听的喜爱，长大后从事于广播事业继而成功的一系列事件展开。
以求掌握动词不定式及动词的现在分词形式做宾语的句式；把握与电台广播相关的词汇及日常用语；并通过文本的学习能够放眼实事，领会成功人士光环背后所需付出的努力与勤奋。
二、学情分析：(一)本模块围绕电台播音及广电台的活动而展开，相信学生对此内容颇感兴趣。
同时辅以主人公的早年经历为线索，联系现实，阐明兴趣的培养，对事业的执着与努力是将来成功的基础。
(二) 动词不定式做宾语结构在八（A）Module 9、10中均有涉足，可通过复习回顾加深学生的印象，但是学生对动词ing形式做宾语的句式掌握不多，故需反复操练；并且可将动词不定式与动词ing形式相结合，采用并行操练的形式，相信会有利于学生更好的掌握。
三、教学目标：(一)语言知识目标⑴词汇：presenter/reporter /article /manager /result /score /rain/prepare /glass⑵日常用语：We decid e what to listen to and what to see./We’d like tothank you./ I enjoy showing…around.⑶语法：remember to do/doing… /would like to/enjoy doing/stop doing/keep doing/⑷话题：讨论有关电台广播的相关话题以及名人的奋斗史。
(二)语言技能目标⑴听：熟练理解文本内容，并能通过课文听说训练，理解简单的英语广播播报。
⑵说：通过课文文本的学习，辅以问答及讨论的形式反复操练，学会复述课文，并能简单讲述某名人的奋斗史。
⑶读：提高泛读能力，掌握文本精华。
⑷写：撰写自我感兴趣的广播稿或撰写当前媒体名人的早年经历。
（三）情感目标在课文文本的学习中，加强团队合作精神，调动学生的良性竞争意识；了解有关电台实况转播的要素，以及技术发明对人类文明发展的切实意义；了解当下名人成名的奋斗史，用理性的思维体会成功光环背后的努力勤奋与付出。
四、教学重点：(一) 掌握文本的相关词汇及日常用语。
(二)掌握动词不定式结构及动词的ing形式做宾语的句式。
体会并掌握动词不定式结构多表将来发生之事或目的；而动词的ing形式表示正在进行，或一般性、经常性的行为。
可以通过反复操练区分并掌握两者的不同用法。
(三) 能选用自己感兴趣的话题进行撰写并播报，简单撰写某名人的一端早年经历或成名史。
五、难点突破：(一)了解动词不定式结构及动词的ing形式间的区别，通过造句或会话操练加深认识。
(二) 领会remember, forget, stop, go on等词后接动词不定式及动词的ing形式后产生的不同含义。
(三) 通过文本学习，正确运用一般过去式描述他人的某段经历并予以表述。
六，课时安排：Period 1: Unit OnePeriod 2: Unit TwoPeriod 3: Unit Three(1)Period 4: Unit Three(2)七，分课时教案：Period 1:Unit One Remember to look out for the red light!Step I Lead-in1.Show a picture, lead-in the topic of this unit.2.Play a VOA.3.Talking. (Talk about listening to the radio.)Step II Listening and vocabulary1.New words learning.2.Listen to the conversation and answer some easy questions.Step Ⅲ Reading1.Read the conversation .2.Answer the questions.3.Read the conversation again in groups.Step Ⅳ ExerciseFinish p19Period 2:Unit Two I remember sitting close to the radio.Step I Warming up (Vocabulary)1. Review period one1) Showing some pictures and let the students recall some important words learnt in Period One .2) List out some radio programmes by giving moving-pictures.2. Lead-in some new words by showing different pictures or objects.“manager / presenter / voice / article / earphone / microphone / Internet radio / glass / a pair of ”Step II Leading-in the paragraph1.Play Mp3 which is related to the text (a short story of Peter), whileplaying the information , showing pictures.2.Try to catch some information by listening to the Mp3.Step III Listening to the paragraph1. Give out some easy questions, let the Ss catch the answers to each question by listening.(can take notes if it’s necessary)i. where was Dick at the beginning of the story He was in a radio studio. ii. Did he enjoy listening to the radio when he was young How do you know Yes,he did. Because he always sat close to the radio and listened to it.iii. What did Dick and his friends prepare at junior high school They prepared the weekly programmes on the radio.Step IV Skimming and Scanning1. After reading, tell me two important events happened in the text.i I went to WXBM to find a job in radio.(from “How old are you” to“He asked” and from ”OK,come with me” to the end.)ii My great interest in the radio when I was young.(from “How could I explain” to “out of the window”)2. And answer me some questions.i Why did Dick ask for jobs in radio stationii What did Dick do after he went into the radio studioStep V Discussion Timethe class into 4 groups with 5 Ss each, every group please discuss and find out some questions to ask in line with the text, they can ask their classmates or the teacher.Eg: old was Dick when he first met the managerdoes “in person” meandid he do with his father’s computer Whydid he prepare the weather report(Give the students some example questions to ask.)2. Free-asking TimeStudents can write down the questions on pieces of paper and ask other groups or their teacher the questions they prepared.Step VI Read the text out1. Read the text out loudly.Step VII Home-work:1,Read the text and try to retell it.2,Finish off workbook P105 Exe5Period 3:Unit Three Language in use (1)StepⅠ Practicing1.Show students the sentences with to or –ing, and practice them.2.Ask Ss to think over other words that followed by to or -ing . Make some sentences.Step ⅡTo and –doing Exercises1. Put the words that Ss have listed in the correct columns.2. Finish3. Find more word or phrases that followed by to or –ing.4. Finish &3 in WB p104Step Ⅲ Have a try(pair work).Give Ss a topic and an easy example, ask Ss to do it in pairs.Step Ⅳ Exercises Time1.Finish EXE. 3&4&5 in SB p23.2.Check the answers.Period 4:Unit Three Language in use(2)Step I Revision of grammar.1 Listing Game.a) Let the Students list the Vs followed by “-to do” and the Vs followed by “-doing”a. agree / decide /learn /need/want /would like /…b. keep /enjoy / practice /finish/ how about/ be good at …b) the Vs followed by “to do” or “-doing”.a. remember /forget /stop /hate /like /love /…b. start/ begin /continue /…c) Choose one V to make up some sentences one by one2. Group-work . (Choose some of these words to talk.)Eg:Student A: I enjoy playing chess. Tom, do you want to play chess Tom: Oh, I don’t want to play chess, I decide to go shopping. Peter,do you agree to go shopping with mePeter: Ok, I agree to go with you. How about asking Rose to go with us …Let the students ask and answer one by one. Just like “ Student A→Student B→Student C→ Student D”.3.Find out and tell the differences between the same Vs followed by “todo” or “-doing”:1. Angel likes to go shopping this Sunday with me.Angel likes going shopping with me.2. Don’t worry! Tina remembers to buy a gift. She will go this evening.Tina remembers buying the gift. But she forgets how much it was.3. They start to visit Radio Beijing.They start visiting Radio Beijing.Let the students find the differences among these words3. Finish off Workbook P104 exe 1,2,3Step II, Revision of text.1. Showing some pictures related to the text and ask the Students to talk about these pictures by using their own words, try to recall the text.2. Try to retell the text .Step III Writing and speaking.some new and old pictures of two stars (Zhou Tao and Song Zuying),talk about their early lives, try to find out why they can be so successfulnowadays.2. Let the Students show some information about their favorite stars which were prepared before the class.2. 4 Students a group to choose one of their favorite ones to discuss and write his(her) early experiences on their exe-books (can use imaginations).3. Present.Step IV Homework.1,Write down their favorite star’s early experiences and their own feelings on the exe-books.。
外研版八年级下Module 3 Unit 3教案(八年级)
Moudule 3 Unit3Module 3 Journey to spaceUnit 3 Language in use教学目标【知识与技能】（1）能够运用现在完成时描述人类的太空探索计划，正确使用already, just, yet。
（2）能够正确使用下列单词：earth, just, station, latest, month, discover, show, over, also, part（3）能够理解下列单词和词组：Mars, mission, unmanned, space shuttle, space station, billion, solar system, universe, galaxy, Jupiter（4）能够掌握和辨认句子的重音【情感、态度与价值观】培养学生对自然的热爱，对探索宇宙产生兴趣。
教学重难点【教学重点】（1）重点词汇：earth, just, station, latest, month, discover, show, over, also, part, light, real, already, yet, several, beyond, alone, cost, prefer（2）重点句型：－Have you … yet?－Yes, I / we have already / just …－No, not yet. / No, I / we haven’t … yet.－I have been to … He/ She has gone to …（3）话题：宇宙探索【教学难点】（1）用现在完成时描述人类已经实施的太空探索计划。
（2）have been to与have gone to的区别。
教学准备A tape recorder, multimedia and some pictures教学过程1. Leading-inTask 1: RevisionShow some pictures and ask students to discuss in pairs and make sentences like these:(1) Scientists have sent spaceship to Mars.The journey has taken several months.(2) Astronauts have already been to the moon.Look at the pictures, discuss in pairs and make sentences like these:(1) Scientists have sent spaceship to Mars.The journey has taken several months.(2) Astronauts have already been to the moon.2. While-taskTask2: Consolidation and extension1. Explain the grammar to the students: 现在完成时（ have / has +done）, especially the uses of have been to and have gone to.2. Let the students do Activity 4, then check the answers.3. Ask the students to work in pairs. Role-play the conversation in Activity4.4. To consolidate the uses of have been to & have gone to Ask the students to do Activity 2 and Activity3 individually, and then check the answers.5. Let the students do Activity 8: Complete the word map with the words and expressions in the box. Then check the answers from the whole class.6. Do a listening.Ask the students to listen and complete the notes, and then check the answers. (Activity 7)7. Let the students do Activity9, then check the answers.8. Ask students to read “Around the world”, and then answer the questions after reading.Q1：What do European languages use for the days of the week?Q2: What day is named after the planet Saturn?Q3: Is Monday the day of the moon?6. Check the answers.3. Post-taskTask 3: Making a poster1. Ask students to work in groups of six: Making a poster about space travel.2. Help the students choose a subject, for example, the first moon landing or China’s manned space travels. And look for some photos and information about it.3. Guide the students to write captions for the photos and use the information they found to write a description of each one and give the poster a title. Let them put their posters up for their classmates to see after finishing.4. Choose the best poster.Task4: ExerciseLet students do some exercises and then check.4. SummaryAsk the students to say out what to learn.课堂作业Finish the workbook of Unit 3.教学反思。
外研版八年级英语下册Module 3Unit 3 Language in use 教案
Unit 3 Language in use 教案【教学目标】Knowledge objectiveWarming up and Pre-reading【教学重点】Revision and application【教学难点】revision of grammar【教学方法】PWP method, task-based method and interactive approach【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Grammar Practice (Activities 1, 3)1. Activity 1 本活动主要让学生熟练掌握already, yet, just在现在完成时句子中的位置，采用将单词置于句中的适当位置的练习方式，比较简单。
2. Activity 3通过选择的方式让学生掌握have gone 与have been 的区别，也属于机械语法练习。
教学中老师需要给学生讲解上下文情景对词语表达的影响，培养学生理解上下文的意识。
（设计说明：该环节主要是以现在完成时的语法练习为主，要求学生独立完成，然后在全班反馈。
不断巩固和复习本单元的重点和难点。
）Step 2 Grammar practice through speaking and writing (Activities 4, 5, 2, 6)1. Activity 4 该活动用于训练学生对本模块所学动词与过去分词的拼写。
把动词填空置于一个对话之中，使练习贴近学生生活，具有实用意义。
2. Activity 5 学生个体完成填空练习之后，两人一组表演对话。
3. Activity 2 本活动通过连词组句的方式训练学生的句法结构意识，对学生掌握英语的句法结构具有一定的指导意义。
4. Activity 6 本活动有助于培养学生的语篇意识。
外研版八年级教学下册英语教案：Module3Unit3Languageinuse
外研版八年级下册英语教课设计：Module3Unit3Languageinuse Unit3Languageinuse【教课目的】知识目标.体验课文经典例句，进一步感知此刻达成时的用法。
能力目标：明确一般过去时与此刻达成时的差别；熟知并运用此刻达成时的标记词娴熟运用。
感情目标：学致使用，达成相应练习。
【教课重难点】达成时的标记词：yet,already等的用法。
【教课过程】Steppractice（Workinpairs）Haveyouheardsomenewsaboutspace?Whatarethey? Stepandnumberthewordsasyouhearthem.howmanyplanetthenameoftheplanetsrecently,whichonehasbeendegradedhowtotravelinspacedevelopmentin ChinaRecently,whichonehasbeendegraded?ThefutureofexplorationinspaceStep3.WorkingroupsExample:A:Haveyoueverheardthatthereisaplanetdegradedrecently?B:No,Ihaven ’t.DoesBknowwhichplanetisthelargestone?Yes,he/shehas.Step4.自主学习1/5外研版八年级下册英语教课设计：Module3Unit3Languageinuse语法全解1.此刻达成时和一般过去时的差别：此刻达成时表示过去发生的某一动作对此刻造成的影响或结果，重申此刻的状况，与此刻亲密有关。
不可以和表示过去的时间状语连用。
而一般过去时只表示过去的动作和状态，和此刻不发生关系。
Ihaveseenthefilm.(我认识电影的内容)Isawthefilmlastweek.(只说明上周看电影这件事，不波及此刻)2.have/hasbeento,have/hasgoneto与have/hasbeeninhave/hasbeen意为“到过，去过”，表示曾到过某HaveyoueverbeentoHongKong?to地，而此时人已不在那了你以前去过香港吗？have/hasgo ne意为“去了某地”，此刻人可能在去Whereis Lily?Hasshegonetotheto的途中或已在那个地方了，而不library?再说话人处。
2017-2018学年外研版八年级英语下册Module3Journeytospace教案
一、教学内容
本节课选自2017-2018学年外研版八年级英语下册Module 3 Journey to space。教学内容主要包括以下章节：
1. Unit 1: Has it arrived yet?
-学习询问和描述物体位置的句型。
-实际情境对话：学生在实际对话中可能难以将所学语法和词汇灵活运用。
-难点举例：在小组讨论中，学生可能不知道如何使用合适的时态和词汇来讨论一个假想的太空旅行。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Journey to Space》这一章节。在开始之前，我想先问大家一个问题：“你们是否想象过成为宇航员，探索未知的宇宙？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索太空的奥秘。
其次，在新课讲授环节，我发现有些同学在理解一般过去时、现在完成时和一般将来时方面存在一定的困难。针对这个问题，我在课堂上通过举例和对比进行了详细的解释，希望同学们能够更好地掌握这些语法知识点。在今后的教学中，我还需要多关注这部分学生的掌握情况，加强个别辅导。
此外，实践活动中的分组讨论和实验操作，让同学们将所学知识应用到实际情境中，提高了他们的动手能力和团队协作能力。从成果展示来看，大部分同学能够运用所学词汇和语法进行讨论和表达，达到了教学目标。
4. Unit 4: A comet is coming to visit the Earth.
-学习描述天体和天文现象的词汇。
-运用一般将来时描述即将发生的事件。
二、核心素养目标
本章节的核心素养目标主要包括：
外研版英语八年级下册Module3 Unit3 精品教案
Module3 Unit3 精品教案ⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢ Teaching aims1. Function: Talking about recent events.2. Structure: Present perfect with already, just and yet.2. Around the world: Names of the days of the week.4. Task: Making a poster about space travel.Ⅳ Teaching aidsTape recorder, OHP, handoutsⅤTeaching StepsStep 1 RevisionShow some pictures to review the text of Unit 1 and Unit 2Step 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask the students to repeat the sentences in the box.Step 3 Complete the news with already, just and yet.1. Grammar: 在现在完成时的句子中，already(已经)、just(已刚刚)常用于肯定句，放在have和has的后面，yet(还、尚、仍然)常用于否认句和疑问句，〔放在have 和has的后面也可放在句末〕。
2. Complete the news with already, just and yet.Spaceship on Mars!Astronauts have (1) _____________ been to the moon but they have not been to any other planets. However, a spaceship (2) _____________ arrived on Mars and it has (3) _____________ sent back photos of the red planet. Is there life on Mars? We do not know (4) ______________.3. Ask the students to check with a partner.4. Check the answers:Keys: 1. already 2. just 3. already 4. yetStep 4 Look at these sentences.1. Grammar: have/has been to与have/has gone to的区别have/has been to表示某人“去过某地，现在已经回来了〞。
外研版英语八年级下Module3Unit3教案
Unit 3 Language in use课型: Revision and application方法: Formal and interactive practice目标: To use the verbs (mentioned in this module) followed by form or (to) + v.correctly; to use the key words and expressions in new situations correctly; to finish the module task: making a school radio programme教具: Recorder, OHP教学建议一、Language practice (Activities 1~9)1. Put the words in the correct columns. (Activity 1)分析：本活动以分类的形式帮助学生记忆哪些动词后面接动词的形式，哪些动词后面跟不定式，哪些动词两者都可。
建议：学生理解形式和不定式并不难，难的是较多词放在一起记忆容易混淆。
建议在完成本活动的任务后，加一些例子，如 continue to write, enjoy reading 等，让学生大声朗读，通过口、眼和耳等多种器官的活动达到熟练记忆的目的。
2. Complete the sentences with the correct form of the words.（Activity 2）分析：这是上一活动的继续，以动词填空的形式反馈学生是否掌握了活动1中所列动词的用法。
建议：学生完成句子后进行朗读，巩固所学知识。
3. Match the beginnings with the endings.(Activity 3)分析：本活动是对前面所学宾语从句的一个练习和检测，同时可以考查学生的识词情况，训练学生阅读能力和逻辑搭配能力。
外研版英语八年级下Module3Unit3教案
Unit 3 Language in useLanguage practiceRead through the sentences in the box with the whole class.Ask them to decide what the highlighted parts indicate (verbs followed by -ing form or infinitive with to)1. Put the words in the correct column.Read through the verbs in the box with the whole class; if you wish, have them repeat them chorally and individually.Pay particular attention to those verbs where the stress is not on the first syllable: agree, continue, decide, enjoy, remember.Ask the students to do this individually, then check with a partner.Call back the answers from the whole class; you may wish to complete the table on the board as they give the answers.2. Complete the sentences with the correct form of the words.Ask the students to do this individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. seeing / to see2. listening3. to visit4. talking5. studying6. to speak7. making / to make8. getting9. to speak3. Match the beginnings with the endings. Make as many sentences as possible.Ask the students to do this individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. Everybody knows when she came into this room. / what they want to hear. / how long the Great Wall is. / that they won the first prize last week. / why they must be quiet. / who the most popular singer is.2. We will find out when she came into this room. / what they want to hear. / how long the Great Wall is. / why they must be quiet. / who the most popular singer is.3. Please tell me when she came into this room. / what they want to hear. / how long the Great Wall is. / that they won the first prize last week. / why they must be quiet. / who the most popular singer is.4. The listeners tell us what they want to hear. / who the most popular singer is.5. They were happy to know that they won the first prize last week.6. He asked when she came into this room.7. Did they know that he was doing at that time?8. Have you heard that he will come?4. Choose the word which does not belong in each group.Ask the students to complete this individually, then check with a partner.Call back the answers, having one student read out the list of words and another say which is the odd one out.Answers1. reporter (a person, all the others are parts of a newspaper)2. glass (a kind of material, all the others are about the weather)3. studio (all the others are about a competition)4. manager (all the others are about a newspaper)5. sunny (all the others are about columns of a newspaper)5. Complete the sentences with the correct form of the words in the box.Ask the students to do this individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. weather report; weather2. sunny; rain3. prepare4. latest; result5. scored; won6. sports6. Ask and answer the questions.Ask the students to do in pairs.Call back the answers from the whole class, having one student ask a question and another answer it.7. Listen and say what Kate’s job is.Read the three jobs out to the whole class.Ask them to listen to the recording once and decide which is Emma’s job.Call back the answer from the whole class.Answerb8. Listen again and choose the best answer.Ask the students to read through the questions to themselves.Play the recording once while they listen and focus.Play it again for them to answer. They can then check with a partner.Play it once more for them to complete, check and correct.Call back the answers from the whole class, having one student ask a question and another answer.Answers1. a2. c3. c4. b5. a, b, c, e9. Complete the passage with the phrases in the box.Read through the phrases in the box with the whole class, having them repeat them chorally and individually.Ask the students to do the exercise individually, then check with a partner.Call back the answers from the whole class as complete sentences.Answers1. take you around2. look out for3. would like to4. look out of5. closes down6. the end ofAround the worldRead through the box with the whole class.Ask them some questions about the information, . Why is it important the radio works on clockwork? (Because it requires no batteries or electricity)Culture box: BBC RadioThe British Broadcasting Corporation (BBC) has five national radio stations. Radio 1 plays only pop music all day and night. Radio 2 plays a mixture of light music and general interest programs. Radio 3 is the classical music program. Radio 4 is the serious channel, with a mixture of in-depth news coverage, interviews with important people and special focus documentaries. Radio 5 has sport.The BBC also has a network of local radio stations around Britain which offer a mixture of music and more local news and interest items.The BBC World Service broadcasts news and entertainment programs in English and other languages around the world.Module task: Making a school radio programActivities 10~12Read through the instructions with the whole class.Ask them to get into groups of six .Give them time to plan their program in class, and decide who is writing what (you should encourage them each to write one part of the program).Then ask them to do the writing at home.Back in class they can put the program together.If you or they have the facilities to record it, then do so. Otherwise, they can present it ‘live’ to the rest of the class.。
Module3Unit3(教案)-2022-2023学年八年级下册英语(外研版)
b.掌握一般将来时态的用法，如will be doing, will have done等；
c.阅读并理解课文，学习在旅行过程中如何与人沟通和交流；
d.提高听力技能，理解火车广播及乘客对话。
五、教学反思
在本次教学活动中，我发现学生们对火车旅行相关词汇和一般将来时态的学习表现出较高的兴趣。他们积极参与课堂讨论和角色扮演活动，这让我深感欣慰。然而，我也注意到在一些方面需要改进和调整。
首先，对于火车旅行词汇的教授，我尝试通过图片和实物展示来帮助学生理解和记忆。从学生的反馈来看，这种方法较为有效。但在接下来的教学中，我还可以尝试更多元化的教学方法，如引入歌曲、视频等元素，让词汇学习更加生动有趣。
d.口语交流：在小组活动中，学生可能存在害羞、不敢开口的现象。教师应鼓励学生积极参与，提供更多口语交流的机会。
举例：针对词汇运用难点，教师可以设计填空、造句等练习，帮助学生巩固词汇。如给出一个火车旅行场景，让学生用所学词汇填空，使其在实际语境中运用词汇。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 3 Unit 3 On the train》这一章节。在开始之前，我想先问大家一个问题：“你们有没有经历过乘坐火车旅行的经历？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索火车旅行中的英语用语和交流技巧。
其次，在语法部分，我发现部分学生对一般将来时态的理解和应用还存在一定的困难。在讲授过程中，我试图通过举例和对比来解释这一语法点，但效果并不理想。因此，我计划在下一节课中增加一些实际场景的练习，让学生在实际语境中运用这一时态，以便加深理解。
2025(外研版)英语八年级下册 Module 3 大单元教学设计
Module 3 Journey to spaceUnit 1Has it arrived yet?1．掌握本单元的词汇和句型。
2．复习现在完成时。
3．通过听说课及运用所学知识谈论有关太空旅行的话题。
1．掌握本单元的词汇和句型。
2．归纳总结重要语言点和already，just和yet在现在完成时中的用法并能正确运用。
3．能够读懂有关航空航天的短文。
4．培养学生的科学技术意识，引导学生积极探索未知的宇宙世界。
1．重点：(1)掌握本单元的重点词汇和句型。
(2)理解Activity 3对话内容。
2．难点：(1)掌握现在完成时的结构及过去分词的构成规则。
(2)运用现在完成时来描述曾经做过的事情。
(3)运用含有现在完成时的语句进行简单的交流。
Step 1Warming up and leading inThe teacher shows a picture of a huge spaceship to students and asks students to imagine takeing the spaceship to have a space travel.【设计意图】利用图片导入太空之旅的话题。
Step 2Before listening1．Show some pictures about the earth，the moon，the Mars and the space to let the students say out the new words.The teacher can ask like this：What can you see in the picture?2．Organize the students to read the new words together.3．Check the new words.4．Review important words according to the sentences.(1)As we know，the earth goes around the sun，the ________(月亮) goes around the earth.(2)There are seven ________(行星) going around the sun.(3)One of the planets is ________(火星)．(4)—Can we go to space?—By ________(宇宙飞船)．(5)We can join in a space ________(计划)，we can be ________(宇航员) and then we will have a ________ ________(太空旅行)[答案](1)moon(2)planets(3)Mars(4)spaceship(5)plan；astronauts；space travel 5．Enjoy a movie about Mars.Think about a question and discuss in groups：Why do humans want to go to Mars so much？Then invite some groups to share their ideas with the class.【设计意图】利用图片以及词汇反查功能，让学生尽快学习并熟悉本单元的话题词汇。
外研版八年级下module3教案
外研版八年级英语（下）Module 3全模块教案Content：Module 3 On the radio [Junior 2, New standard English]一、题材内容本模块以广播为话题, 具体涉及对电台的简单介绍收听广播和播音员的职业生活等。
要求同学们通过学习本模块, 能够粗略了解播音节目的制作过程和播音员的生活，同时明白只有从小立志, 努力学习, 勇于实践, 才能实现理想, 实现人生价值。
语法重点是动词的( to) + v. 或v.-ing 形式作宾语。
通过操练,使学生在掌握语言结构的同时,既学习语言知识,感悟语言功能,又能了解广播知识。
教学中教师应随时随地以与广播有关的知识吸引学生，灵活利用各种素材组织教学过程和内容。
充分调动学生的积极性。
教学目标1）语言知识：2）语言技能：3)学习策略4)文化意识：5)情感态度:培养和强化学习兴趣, 参加各种英语活动，锻炼克服困难的意志，通过不断努力,实现理想。
6)任务:做一期校内广播节目。
教学重点和难点重点：1．通过了解广播知识训练学生的听、说、读、写能力，掌握宾语此句(2); 能掌握动词后接( to) + v. 或v.-ing 的形式的用法。
难点：进一步掌握动词后接( to) + v. 或v.-ing 的形式的用法。
教学方法基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
二、教材处理核心任务：能够收集有关资料，运用所学知识做一期校内广播节目。
三个环节如下：pre-task：学生联系生活实际，激活背景知识，。
task –cycle：通过整个模块的听说读写的训练，强化介绍广播知识的表达能力，为完成任务做好铺垫post-task：达成任务，展示成果，反馈学习情况三、教材安排根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period 1: Listening and Vocabulary &Pronunciation and SpeakingPeriod 2: Reading and VocabularyPeriod 3: Writing& Around the world &Module TaskPeriod 4: Language in use注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。