外研版八年级下Module10Unit1英语公开课教案
2025(外研版)英语八年级下册 Module 10 大单元教学设计
Module 10 On the radioUnit 1I hope that you can join us one day.1．本单元的单词和短语。
2．本单元的重点句型。
3．复习宾语从句。
4．学习并了解关于介绍广播电视台的语言材料。
1．能听懂简单的英文广播，提取其中的细节信息并进行推断。
2．能够用本单元所学知识谈论关于广播这一话题。
3．能运用宾语从句叙述自己过去的经历。
4．培养学生坚持不懈、努力学习和勇于追求梦想的精神。
1．重点：(1)掌握本单元的重点单词和短语。
(2)掌握宾语从句的用法。
(3)熟练运用各种句型表达自己的看法和建议。
2．难点：(1)从对话中获取具体信息。
(2)如何谈论广播节目。
(3)学会提出建议和警告。
Step 1Warming up and leading in1．Show some pictures of the radio programmes.2．Ask the students to enjoy and talk something about the pictures.(1)Do you like listening to the radio?(2)What kind of programmes do you like?【设计意图】让学生在自由讨论的过程中感受新的语言项目，认识本节课的主题，调动了学生学习的积极性。
Step 2Learning the new words1．Show some pictures of the new words on the screen.Ask some students to talk about the pictures and try saying out the new words.2．The teacher reads the words and let the students read after him/her.3．Organize the students to read the new words together.【设计意图】引导学生谈论图片，通过看图片、读图片的形式巩固单词，为接下来的听力做准备。
外研版八年级下册英语Module 10 On the radio Unit 1表格式教案
Thatisgreatnews!
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【设计意图】本活动考查学生听并获取细节信息的能力，通过几遍的听力训练，理解文章细节并掌握文中的有用的表达。
(四)拓展运用
四人一组， 小组活动， 问与答有关播音方面的问题。最后，每组选出一名组长做reporter，并寻找与自己兴趣相似的同学。
Ihopethatyoucanjoinusoneday.
Weneedtokeepquietiftheredlightison.
【能力目标】1.能够听懂简单英语广播，能提取其中的细节信息并进行推断。
2能够听懂会说关于介绍电台的语言材料
【情感目标】初步了解新闻传播，了解媒体人的工作方式。
二、教学重点
1.准确认读director, show somebodyaround,interview等新词，并理解意思。
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3.再听一遍听力材料，补充完整句子。
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【设计意图】本活动会呈现出真实的英语广播，这和我们平时的课文录音不大一样。听真实的英语广播，能激发学
生的学习热情， 几遍的听力训练， 能让学生掌握得更扎实。
(三)课文学习
1.介绍课文背景并观看M10U1活动3的动画。
2.播放M9U1活动3的动画。第一遍观看，回答：
Wheredo Lingling and Tony go?
Whatshouldtheyalways remember at Radio Beijing?
M10U1活 动3动画
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3.第二遍播放，完成对话中的缺空练习。
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4.第三遍朗读课文，学习本课的重点句型及短语。
Comethisway.
新外研版八年级下册英语 Module 10 Unit 1 教案(教学设计)
⑥give an interview to. . .
引导学生做对这节课的总结,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增加学生的学习兴趣,树立学习英语的信心。
教学环节
教师活动
学生活动
备课札记
2. Give a dialogue show.
创设情境开展语言交际活动,让学生进行角色扮演,使学生可以体会到更加真实的情景对话。
Step 9
Summarize
1. Get students to sum up the language points.
T: What have we learned today?
1. Listen and check the types of news you hear.
(Activity 1)
2. Listen again and complete the sentences. (Activity 2)
Then listen again and check the answers.
Role play
1. Organize students to make up a conversation in groups.
2. Have them act out their new dialogues.
Group work.
1. Make a new conversation in groups. Talking about what they have done and haven’t done in winter holiday.
让学生谈论自己喜欢的广播节目并且做听力练习,感知词汇、话题和基本句式,谈论玲玲和托尼到广播电台参观的情况。在具体的情境中,操练本课中的重难点——宾语从句。在活动的设计中加大了思维的训练,学生们在这样的训练中确实开拓了视野,充分发挥了自己的想象。
英语八下册外研版module10：教案【unit1】【精品】
英语八下外研版Module10：教案【Unit 1】【精品】Module 10 My perfect holidayUnit 1 I would go to London.一.Teaching Aims and Demands:1. Language KnowledgeKey vocabulary:perfect, board, flight, gate, silly, outdoor, so…that…Key structure:would/wouldn’t do sth; so…that…; although2. Listening skill:understand what are Sally and her friends going, help students to be familiar with some words.3. Speaking skill :practice the structure of “ would/wouldn’t do sth”; express correctly.二.Teaching Aids: Multi-Media (or Tape recorder, OHP)三.Teaching Procedures:Step 1 Revision and Leading in1.Revise the heroes and heroines mentioned in last module.Ask : “Who are they?/What are they?”2.Ask student “What would you like to be?”设计意图：复习前一模块所学的内容,回忆一些英雄人物,由What would you like to be?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。
外研版八年级下册英语(新)《Module 10 On the radio Unit 1 》教学设计
外研版八年级下册英语（新）《Module 10 On the radio Unit 1 》教学设计一. 教材分析《Module 10 On the radio Unit 1》主要介绍了无线电广播的发展历程和广播节目的种类。
本节课的主要内容包括：radio的发明和发展，人们通过radio听到的第一个program是LilianRadio，以及现在人们如何通过radio获取信息和娱乐。
通过对本节课的学习，学生能够掌握有关radio的词汇和表达方式，提高听力技能和口语表达能力。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用简单的英语进行日常交流。
但是，对于一些关于radio的专业词汇和表达方式，学生可能比较陌生。
此外，学生的听力水平和口语表达能力参差不齐，需要在教学过程中进行针对性的指导和训练。
三. 教学目标1.知识目标：学生能够掌握有关radio的词汇和表达方式，了解无线电广播的发展历程和广播节目的种类。
2.能力目标：学生能够提高听力技能和口语表达能力，能够听懂并简要介绍广播节目。
3.情感目标：培养学生对无线电广播的兴趣和爱好，激发学生学习英语的积极性。
四. 教学重难点1.重点：学生能够掌握有关radio的词汇和表达方式，了解无线电广播的发展历程和广播节目的种类。
2.难点：学生能够提高听力技能和口语表达能力，能够听懂并简要介绍广播节目。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度和积极性。
2.交际型教学法：通过模拟真实的交流场景，培养学生的听力和口语表达能力。
3.情境教学法：通过创设情境，让学生在实际语境中学习和运用英语。
六. 教学准备1.教师准备：准备好相关的教学材料和道具，如radio、耳机等。
2.学生准备：学生提前预习课文，熟悉相关的词汇和表达方式。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们对radio的了解，激发学生的兴趣和好奇心。
Module10Unit1教案
实践活动环节，学生们的参与度很高，但在小组讨论中我发现有些学生仍然比较被动，没有积极参与到讨论中。我想，这可能是因为他们对主题不够熟悉或者缺乏自信。针对这个问题，我打算在以后的课堂中，多鼓励学生发表自己的观点，同时提供更多的支持，帮助他们建立自信。
-阅读分析：通过阅读材料了解不同国家的学校生活，教师应引导学生关注文章细节，提取关键信息，培养阅读技巧。
-写作实践：学生需要学会使用现在进行时态来描述学校活动，完成写作任务。
2.教学难点
-语法时态理解：对于一些学生来说，理解并正确运用现在进行时态可能会存在困难，特别是在句子中的动词形式变化上，如“-ing”后缀的添加。
五、教学反思
在今天的教学中，我发现学生们对于现在进行时态的概念和应用有了初步的理解，但在实际运用中还存在一些问题。特别是在口语表达和写作练习中，部分学生还不能熟练地将新学的语法点融入到句子中。这让我意识到，单纯的理论讲解可能不足以让学生完全掌握知识，需要更多的实践和互动来加强他们的语言运用能力。
在导入新课环节，通过提问的方式激发了学生的好奇心，他们对于比较不同国家学校生活的兴趣明显。这一点让我觉得，结合学生的生活经验和兴趣来设计课程内容，能够有效提高他们的学习积极性。
-在口语表达方面，教师可以组织角色扮演活动，让学生模拟真实的对话场景，提高他们的口语表达能力和即时应答能力。
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 10 Unit 1关于学校生活的话题。在开始之前，我想先问大家一个问题：“你们有没有想过其他国家的学生他们的学校生活是怎样的？”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，让我们一同探索不同文化背景下的学校生活。
外研版八年级英语下册教案 M10U1
A lesson plan for Module 10 On the radioUnit 1 I hope that you can join us one day.设计思路1．结合学生之间的同伴互助，老师教授等各种形式和活动，激发学生原有的知识储备，充分调动学生学习的兴趣和能力。
鼓励学生进行思考和探究的各种活动。
2．充分利用课本内容，挖掘潜在的相关知识，增加学习的深度和广度，抓住一切机会对学生进行文化和情感的渗透。
3．带领学生以课堂为平台，一起分享生活和学习中的乐趣以及经验。
Teaching Objectives1 语言知识目标：帮助学生了解并熟练掌握有关电台、广播节目和播音员工作等词汇的发音，拼写及表述方式。
director, show… around, on air, national, international, interviewAnd we should avoid making any noise in the background.Remember what I said: we need to keep quiet if the red light is on!I think you need to speak English really well.2．语言能力目标：帮助学生通过同伴互助以及老师教授等各种形式和活动激发原有的词汇储备，调动学习的兴趣及能力，正确，熟练的介绍播音员的工作和参观电台要遵守的规则。
3．学习技能目标：帮助学生掌握阅读时筛选，获取主旨和细节信息的技能。
帮助学生养成认真聆听和清晰表述的习惯。
鼓励学生进行思考和探究的活动。
4．情感态度价值观目标：学生通过了解电台，广播节目以及播音员的工作内容，明白从小立志，努力学习、勇于实践，才能实现理想和人生价值。
Difficulties & importanceTry to get specific information from the conversationTry to give advice and warning on a visit to the radio stationTry to talk about favourite radio progammes.Teaching aids:multi-media syestem, blackboard , etc.。
初二下外研版模块十教案
Module 10 My perfect holidayUnit 1 I would go to LondonI. Teaching aims:1. To understand the conversations;2. To get information about how to use “would/wouldn’t for imaginary situations;3. To make a new dialogue.II. Key points:1. To make a new dialogue.2. To grasp the usage of “would/wouldn’t” for imaginary situations.III. Teaching type and the number of the teaching lesson:1. New teaching.1. The first lessonⅣ. Teaching methods:Situational teaching and task-based teaching.V. Teaching steps:Step 1 Lead-in1. Suppose you had enough money and enough time for a holiday, how would you spend your holidays and where would you go. (Possible answers: I would go to USA by plane; I would go to the countryside on foot, etc.)2. Explain to the students that we are now in the classroom and this is only an imaginary situation. The way to express the idea is to use would/wouldn’t. For example: I would …. I wouldn’t ….3. Give more examples to make sure that the students have understood and mastered the use of would/wouldn’t in imaginary situations.4. Drill the students.5. Let students talk in pairs (Make sure the students use would/wouldn’t c orrectly)6. Act out.Step 2 Aims and demands:Show it to the students and help them to know what they should grasp in this class.Step 3 Presentation:Use cards or pictures to teach the words: anywhere, board, flight, food, gate, silly.Step 4.listening:Now let’s listen to a dialogue and see how they would spend the holidays.1. Listen for two times2. Answer the questions (in Activity 1)3. Check the answers.4. Listen for the third time and answer the questions in Activity 2.Step 5 Listening and reading:1. Listen and answer one question:(Task1: What’s Sally’s flight number?)2. Listen again3. Listen for the third timeTask: Choose the best answer. (Activity 4)4. Ask students to read the dialogue by themselves and to underline the difficulties.6. Explain the language points and the grammar for the students.7. Ask the students to make a new dialogue based on the conversation.8. Act out.Step 6 Practice and application1. Answer the questions about the words in the box in Activity2.(Activity5)2. Rewrite the dialogue into a short passage. (It may be left as homework if time is limited.)Step 7 Summary1. Key words and phrases2. How to use would/would in imaginary situations.Step 5 Homework for today1. Describe an imaginary journey.2. Finish the workbook exercises.Module 10 My perfect holidayUnit 2 We wouldn’t know what to doI. Teaching aims:1. Grasp some new words and phrases:business, stomach, burn, enough, go to college, not at all2. Understand the text and grasp the grammar.3. Learn to talk about holidays.4. Learn to use would/would in imaginary situations.II. Important and difficult points:1. Understand the text.2. Grasp the grammar: Use would/would in imaginary situations..III. Teaching type and the number of the teaching lesson:1. New teaching.2. The second lessonⅣ. Teaching methods:Situational teaching and task-based teaching.V. Teaching steps:Step 1 Lead-inThink of an imaginary situation and let the students make a dialogue according to it, make sure the students use would/wouldn’t correctly.For example: Your parents are on a business trip, and you stay at home alone. What would you do and wouldn’t you do?Step 2 PresentationWork in pairs. Think about your daily routine. Which things do you do by yourself, and which things do your parents do for you?Check up with them.Step 3 Reading comprehension1. Learn the new words together:Teach the students the pronunciation and usage of the new words and phrases according to the text.2. Fast readingLet the students read the text quickly, choose the best summary.3. Careful reading(1)This time ask the students to read the text slowly and more carefully, and ask the students to answer the questions.(There are five questions to answer in Activity3)(2)Underline the important and difficult points4. After-readingExplain the meaning and usage of the important and difficult points“so ┅that ┅” and “although” according to some important sentences of the text.Pay special attention to the use of would/wouldn’t in imaginary situations.Step 4 Practice1. Answer the questions about the words in the box.(Read and translate the words.)2. Rewrite the text with your own words.Step 5 Sum upLet the students say out what they have learned this class.Step 6 HomeworkImagine this: your parents are on a business trip, and you stay at home alone. Write a short passage describing what you would do yourself, and what you wouldn’t do.My perfect holidayLanguage in useI. Teaching aims:1. To master the use of “would”, “so … that”, and “although”.2. To learn the new words and phrases by heart.3. To use would/wouldn't in imaginary situations correctly.II. Important and difficult teaching points:How to use would/wouldn’t in to describe imaginary situations.III. Teaching type and the number of the teaching lesson:1. New teaching.2. The third lessonⅣ. Teaching aids: tape recorder and multi-mediaⅤ. Teaching steps:Step 1 warm upThink of an imaginary situation and let students make a dialogue, make sure they use would/would’t correctly.Step 2 Aims and demandsShow it to the students and help them to know what they should grasp in this class.Step 3 Revise the grammars1. Ask the students to read the sentences in language practice and try to understand them.2. Get several students to sum up how to use “would”, “so that”, and“although”.3. check up.Step 3 Do some exercises(Activities 1, 2, 3 5 and 7)Step 4 Quick revisionLet the students go over Unit 1 and Unit 2 quickly and try to grasp the vocabulary and phrases again.Step 5 Do some exercises(Activities 4, 6, and 10)Step 6 Listening and speaking(Activities 8 and 9)Step 7 HomeworkWrite a short passage about your perfect holiday.Module 10 My perfect holidayRevision and ApplicationI. Teaching aims and demands:1. Learn by heart all the words and phrases in Module10.2. Use would/wouldn’t in imaginary situations freely and correctly.3. Write a passage with imaginary situations (Put what we have learned in the module to actual use).II. Important and difficult points:How to use would，wouldn’t in imaginary situations and although, so…that etc.II. Teaching types and time1. Reviewing lesson2. One lessonIII. Teaching methods1. Summary method.2. Students discuss with each other.IV. Teaching aidsMultimediaV. Teaching steps1. Revise the new words and phrases1) Ask the students to have a contest to see who can spell the new words and phrases correctly.2) Have a dictation.2. Revise the grammer1) Ask the students to revise how to use “would/wouldn’t”in imaginary situations, “so… that”, and “although”etc.2) Ask the students to tell what the use of them is by giving explanations or examples. Pay special attention to the use of “would/wouldn’t”.a. would/wouldn’tI would change my present if I were young.He would go to see the famous film if it wasn’t raining.We would go on a trip to Washington if we had a holidays.b. although ≈though they can’t be used with “but” in a sentence as what may happen in Chinese. For instance:Although he was young, he is strong enough to hold up the box.He decided to go hiking though it seemed to be going to rain.c. so … thatNote that in two kinds of sentences can “so…that” be used.He is so young that he can’t go to school.He ran so quickly that he caught up with the car.Note the transformation of “so … that” into “not…enough to” and“too…to…”.The examples above are examples of adverbial clauses of results.He ran fast and fast so that he could catch up with the train.(Adverbial clauses of intentions)3. Do some exercises for consolidation and application:1) Grammar exercises.2) Vocabulary exercises.3) Listening, speaking and pronunciation.4) Reading and writing .4. Check up with them and explain the difficult points.VI. Write a passage with “would/wouldn’t in imaginary situations”. VII. Sum up what we’ve learnt in this class.Ⅷ. Assign homework for today.Revise the main points of this module and prepare for a test.。
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1.Go through the questions.
2.Listen and check the answers.
训练听力，向学生提出引导性的问题，让学生带着问题有目的的听，使学生注意力更集中，并为新课对话导入背景。
Step3
Presentationand
Activity 3 and 4.
授课教师
倪春霞
年级
八年一班
课题
Module 10 A perfect holiday
Unit 1 I would go to London.
教学时间
2010-6-11
教材
外研版八年级英语下册
课时
1课时
课型
Reading and speaking
学习者分析
1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。
知识与能力
1听懂有关出游假设的简短对话，提高学生实际交谈能力。
2、能利用核心词汇在不同的场景下表达自己的想象；流利地说出本模块的生词、日常用语。
3、能用核心词汇写出简短的表示想象的句子；能形成完整的计划性文章。
过程与方法
创设情景导入—课前巩固重点词汇—听力训练—口语训练—新课学习—小组合作讨论—总结操练
4、Finish the exercises of Unit 1in the workbook.
板书设计
Module10 My perfect holiday
Unit 1 I would go to London.
教学反思
课件内容有些过多，基础差的学生有时候跟不上，听力部分练习过快，学生多数没能听出来，没有起到真正的教学效果。以后设计课件时应注意数量不能过多。
4. Look at the flash,summarize the language points.
5.Do exercises about them.
1、本环节起到承上启下的作用，同时导出本模块的语法－would表示假设的用法，为下一步对话学习作准备；学生积极参与讨论既可提高口语，又可练习新的语法。
1.Give some sentences about ‘would’,thenWork in pairsandtalk about Sally’s friends
2.Listen to the tape and then answer the questions.
3. Students work in pairs and act out the conversation.Ask Ss to translate important sentences.
see off,not…at all,
掌握:outdoor,living,manage
日常用语：
Now,…There it is! So would I! Don’t be silly! Stay in touch!
Dont’ forget to write! Have a safe trip!
语法：
2.would/wouldn’t+v结构本身比较简单,学生掌握起来难度不大,只要教师适当指点就行。
教学重点难点
语言知识目标：
核心词汇：perfect,board, flight,gate,silly,business,empty,
stomach, burn,enough,everything,college,simple,properly,
2.通过学生操练--观察--发现--讨论--归纳—巩固的模式，掌握知识点的规律。
Step4 homework
1、Recite the conversation.(GroupA and B)
2、Read the conversation.(Group C)
3、Copy the conversation in the homework book.
1. Would表“想象”用法
2. so…that…表示程度结果的状语从句
3. although引导的让步状语从句
教学重点：
以谈论假设的话题为中心，谈论各种情况下的可能性。
教学难点：
1）表达猜想的词汇及它们在句中的正确运用。
2）能用恰当正确的英语介绍个人的旅游计划。
3.突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息.
教学步骤
教学活动
设计意图
Step 1
Warmiin:
1.Review the words and expressions in the ‘leads study the documents’.
2.Look at the flash,introduce some famous places and some transports,then talk about David and answer the questions about him.
情感、态度
与价值观
1）通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。
2）通过学习送行分别时所用的交际用语，学会与人友好相处。
3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。
4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。
教学资源
Flash
3.Read and learn:Fill in the blanks with the new words.
1、通过导学案中的重点词汇复习为新课做好准备，并检查学生预习情况。2、通过谈论各地和交通方式及大卫的出行情况，为下一步谈论想象的用法作铺垫.3、课前导入新词用法，有利于新课的学习。
Step2.