【最新】外研版八年级英语下册How to improve your clarity of speech教案
外研版初中英语八年级英语下全册精品教案
2017年外研版八年级英语下全册精品教案Module 1 Feelings and impressions一、学习目标:A. 单词和短语：smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for, favorite, ear, glasses, jeans, nervous, fair, pretty, proud, be proud of , stranger, message, sb. can’t wait, hobby, at school, in, mark, loveB. 交际用语：1. I’m afraid…2. Have a try!3. It’s my lucky day!4. It smells too strong and it tastes a bit sour.5. They taste really sweet and they feel soft in the middle.6. —Do you like bananas?—Yes, I do. They taste delicious. Do you like flowers?7. It tastes good.8. It doesn’t smell fresh.9. You look very pretty.10. I get bad marks at school, and I feel sad.11. I often feel a bit sad at first when I leave my mum and dad for a few days.12. I’m quite shy when I’m with stranger.13. I feel nervous when I speak Chinese.14. I’m always sorry when I don’t know how to do things in the right way.15. I’m afraid of flying.二. 教学目标1. Function: Describing feelings and impressions.2. Structure: Sense verbs: feel, look, sound, smell, taste, adjectives3. Skills:1) Listening for specific information; matching sentences with pictures.2) Talking about likes and dislike.3) Reading and understanding behavior of characters; finding specific information4) Writing a description of a classmate.4. Around the world: Polite expressions5. Task: Writing a description of a classmate.三、重点及难点:Sense verbs: feel, look, sound, smell, taste, adjectives四、教学设计:Unit 1 It smells delicious.ⅠTeaching modelListening and speakingⅡTeaching methodPWP approachⅢTeaching aims1. To listen and understand sentences with sense verbs.2. To understand the conversation.3. To learn to use sense verbs.ⅣTeaching Objectives1. Key vocabulary: smell-smelled-smelled (smelt-smelt), soft, sour, mm, cookie, pizza,lovely, done, try, have a try, pie, sound, sweet tooth, salt, jam, for,favorite, ear2. Key structures:Sense verbs: feel, look, sound, smell, taste, adjectivesⅤTeaching aidsTape recorder, OHP, videoⅥTeaching StepsStep 1 Warming-up1. Show some pictures to introduce the sense verbs.2. Show some pictures to introduce the new words.3. Learn the new words.Step 2 Listen and number the pictures.1. Ask the students to read the word and expressions in Activity 1.2. Ask the students to look at the pictures in Activity 1 carefully.3. Listen and number the pictures.4. Ask the students to check their answer with a partner.5. Call back the answer from the whole class and check the answer.Step 3 Listen again and complete the sentences.1. Ask the students to read the word and expressions in Activity2.1) The cookie tastes sweet.2) The milk _____________.3) This bed _____________.4) Tom ______________.2 Listen again and complete the sentences.3. Ask the students to check their answer with a partner.4. Call back the answer from the whole class and check the answer.Keys: 1. tastes sweet 2. smells sour 3. feel a bit soft 4. looks very strong Step 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Read the conversation.5. Act it out.6. Learn “Everyday English”I’m afraid…Have a try!It’s my lucky day!7. Now check (√) what Betty is making in Activity 3.8. Ask the students to check their answer with a partner.9. Call back the answer from the whole class and check the answer.Step 5 Complete the sentences with the words in the box.1. Ask the students to read the words in the box in Activity 4.2. Ask the students to read through the sentences in Activity 4.1) I bought a large chocolate cake, because I love _____________ food.2) Dried fish has a _____________ taste. You don’t need much of it in the dish.3) She does not put ______________ in tea because she does not like sweet tea4) The milk has gone ______________ overnight, so we cannot drink it.5) The bed feels ________________ and comfortable.6) Apple pie sounds _____________. It is my favourite.3. Complete the sentences with the words in the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1.sweet 2. strong 3. sugar 4. sour 5. soft 6. lovely6. Read the sentences together.Step 6 Complete the table in Activity 5.1. Ask the students to read the words in Activities1-4.2. Complete the table with the words in the boxes in Activities 1 and 4.3. Check with a partner.4. Call back the answers from the whole class.Step 7Pronunciation and speaking1. Play the recording once without stopping.2. Play the recording again and ask the whole class to repeat.1) It smells too strong and it tastes a bit sour.2) They taste really sweet and they feel soft in the middle.3. Ask the students to listen and underline the words the speaker stresses.4. Now listen again and repeat.Step 8 Work in pairs.1. Ask and answer about the things in the box.2. Say why you like or do not like them.—Do you like bananas?—Yes, I do. They taste delicious. Do you like flowers?Step 9 Grammar感官系动词：英语动词中，有的后面要接名词或代词等作宾语，有的单独作谓语，而有的后面要接形容词或名词等做主语的补充成分。
外研版初中英语八年级下册教学设计全册
Book 4 Module 1 Feelings and impressionsUnit 1 It smells delicious一、教学内容：Unit 1 It smells delicious二、课型：Listening and speaking三、教学目标：1．通过本课的学习，学生能够正确运用以下单词和词组：smell, salt, sour, soft, cookie, pizza, lovely, done, try, have a try, pie, sound, sweet tooth, jam, ear2. 能够听懂用表感觉和知觉的系动词所表述的内容，并能与图片匹配。
3. 能够利用感官动词smell、taste、feel、look、sound等词，对食物的味道进行评论，正确表达自己的喜好。
四、教学重难点：能利用系表结构的句子对事物的味道、印象等进行评论，确切地表达自己或他人的喜好或是心情等。
五、教学预备：课堂整体运用任务型教学模式，培育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，培育学生的听说技术。
课前将本课所需要的录音、图片、文字、和音乐制成课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。
达标训练题一. 依照句意和汉语提示完成句子。
1. 这菜闻起来好香啊.The dish _______________.2. 这汤尝起来不新鲜．The soup ______________ fresh.3. 这毛衣摸起来很软很舒畅。
The sweater _______________________.4. Children like _______ (小甜饼）very much.5. People should eat less ______ ( 盐) everyday.6. Oh. It’s my _______(幸运的）day. I'vepassed the exam.二. 单项选择：1. These flowers ______beautiful. I will buy some for my mother.A. lookB. soundC. hearD. taste2. The air in the countryside smells _______.A. sourB. softC. deliciousD. fresh3. The idea ________ g ood. We can try it.A. tasteB. tastesC. soundsD. sound4. This game is so interesting, please_____ .A. have a lookB. give upC. have a tryD. try some5. Last Sun day was my mother’s birthday, so I _____ a big meal for her.A. cookB. cooksC. cookedD. is cookingBook 4 Module 1 Feelings and impressionsUnit 2 I feel nervous when I speak Chinese.一、教学内容：Unit 2 I feel nervous when I speak Chinese.二、课型：Reading and writing三、教学目标：一、通过本课的学习，学生能够朗正确运用以下单词和词组：fair, glasses,proud, be proud of, jeans, pretty, stranger, nervous, message, hobby, at school , mark, love, sb. can’t wait to do sth.二、进一步学习感官动词f eel look smell taste的用法，在明白得的基础上，学会用它们表达情感3、能读懂对人外貌和性格的简单描述。
八年级英语下教学计划外研版
八班级英语下教学方案外研版八班级英语下教学方案（外研版）一、教材分析外研版八班级英语下册，共十二个单元。
每个单元包括基础训练、提高训练和力量训练三个部分。
基础训练主要巩固词汇、语法和听说读写的基本技能。
提高训练留意语言运用力量的提高，包括阅读理解、听力训练、口语交际和写作训练。
力量训练通过一些综合性的任务来提高同学的语言运用力量。
二、教学目标1.学问与力量目标：（1）娴熟把握本册教材的词汇、语法和句型；（2）能够流利地听、说、读、写基本的日常交际用语；（3）能够通过阅读和听力理解并运用所学学问；（4）能够进行简洁的英语口语沟通和写作。
2.过程与方法目标：（1）培育同学的阅读和听力力量；（2）调动同学学习英语的乐观性，培育同学自主学习和合作学习的意识和力量；（3）鼓舞同学进行实践性活动，培育同学的实践力量。
3.情感目标：（1）培育同学学习英语的爱好；（2）培育同学自信念，敢于开口表达、沟通；第1页/共6页（3）培育同学自觉遵守课堂纪律的习惯。
三、教学重点和难点教学重点：把握词汇、语法和句型的正确用法，培育同学听、说、读、写基本的日常交际用语的力量。
教学难点：培育同学的语言运用力量和自主学习力量。
四、教学方法1.任务型教学方法。
通过任务，让同学通过情景模拟、听、说、读、写等综合训练，培育同学学以致用的力量。
2.合作学习法。
通过小组合作学习，鼓舞同学相互挂念，提高同学的语言和合作力量。
3.情景教学法。
通过创设情境，让同学在真实的语言环境中学习和运用英语。
五、教学内容与教学支配第一单元《I am looking forward to the summer vacation》1.词汇：vacation, look forward to, go hiking, go fishing, go camping, go swimming, go boating, go sightseeing, go shopping, go to the beach, go to the mountains2.语法：情态动词be going to的用法3.句型：What are you going to do this summer vacation?4.交际用语：-What are you going to do this summer vacation? -I am going to...复习巩固：Unit 1-4第九单元《He said I was hard-working》1.词汇：hard-working, well-behaved, confident, patient, polite, prepare, know2.语法：过去进行时的用法3.句型：He said I was hard-working.4.交际用语：-What did he say? -He said I was...复习巩固：Unit 9-12其他单元的教学支配如下：其次单元《They spent a lot of time playing soccer》1.词汇：spend, time, practice, skill, practice, great, make, team2.语法：一般过去时的用法3.句型：They spent a lot of time playing soccer.4.交际用语：-What did you do last weekend? -I...第三单元《What were you doing when it rained?》1.词汇：rain, thunderstorm, kite, station, window, catch, get, shy2.语法：过去进行时的用法3.句型：What were you doing when it rained?第3页/共6页4.交际用语：-What were you doing when it rained? -I...第四单元《Why don't you talk to your parents?》1.词汇：ever, touch, cure, early, natural, rest, fall asleep, health2.语法：情态动词should的用法3.句型：Why don't you talk to your parents?4.交际用语：-Why don't you...? -Because...第五单元《Will computers replace humans?》1.词汇：replace, human, instead of, office, type, impossible, probably, real2.语法：一般将来时的用法3.句型：Will computers replace humans?4.交际用语：-Will computers replace humans? -I...第六单元《It's never too late to learn》1.词汇：late, learn, start, wish, easy, true, decide, normal2.语法：祈使句的用法3.句型：It's never too late to learn.4.交际用语：-It's never too late to learn. -I...第七单元《How do you make a banana milk shake?》1.词汇：bananas, milk, shake, cut, pour, blender, taste, top2.语法：第一人称、其次人称复数和第三人称单数及其它构成方式的变化规律3.句型：How do you make a banana milk shake?4.交际用语：-How do you make a...? -You...第八单元《Sports and games》1.词汇：sports, game, runner, player, fan, exercise, indoor, outdoor, cheer2.语法：疑问句的构成和用法3.句型：How often do you exercise?4.交际用语：-How often do you...? -I...第十单元《I'd like some noodles》1.词汇：noodles, mutton, beef, pork, potato, bean, bean curd, cucumber2.语法：可数和不行数名词的用法3.句型：What would you like?4.交际用语：-What would you like? -I'd like...第十一单元《It tastes terrible》1.词汇：taste, terrible, delicious, salt, bitter, sweet, spicy, fresh2.语法：形容词的比较级3.句型：It tastes terrible.4.交际用语：-It tastes terrible. -I...第十二单元《Making a survey》1.词汇：survey, ours, useful, difference, population, mostly, correct, wrong2.语法：“一般疑问句＋特殊疑问词”的构成和特点3.句型：-Did you go to the movies yesterday? -Yes, I did.4.交际用语：-Did you...? -Yes, I...六、教学评价方法第5页/共6页1.口头评价。
Module10Unit2教案外研版八年级英语下册
Module 10 On the radioUnit 2 It seems that they were speaking to me in person.教学目标Learning Objectives1. Language focus(1) The students will be able to understand the following words in reading:seem, listener, in person, article, studio(2) The students will be able to understand and use the following sentence structures:It seems that ……, and hoped someone might be listening.(3) The students will revise the object clause with that, whether/if, how and wh.2. Language skills(1) The students will be able to understand the sequence of events and the behavior of characters.(2) The students will be able to describe important events in the past and give background information.3. Learning strategiesThe students will be able to use reading strategy (focus on the topic sentence of each paragraph) to get information about the main idea and the brief outline of the story.4. Culture(1) The students will be able to know more about radio as a form of information technology and the post as a radio presenter.(2) The students will be able to know the important role that interest and working experience that play in a successful career.5. AffectionThe students will have a better understanding of ambition and its value on the road to success.6. ProductThe students will be able to retell the writer’s experience and describe an important event in the past with the help of key phrases.2学情分析1. The students in Grade 8, who know little about radio, may have much interest in the career asa radio presenter. They are eager to learn a lot about how to be a successful presenter.2. They have learnt some words and can read some simple passages, but they don’t know much about the reading strategies or how to guess the new words from the context.3教学过程3.1 第一学时教学活动活动1【导入】Activity 1 Warm－up ／Lead－inListen to a short radio program and answer the following questions:Have you ever listened to this program?Who is the presenter?What can we learn from this program?What do you think makes the presenter Xiaojiang so popular with the audience?Ask individual students to answer the questions.Purpose: To mobilize the students’ moods and language for the topic.活动2【导入】Activity 2 Pre－readingLook at the picture and say what it shows:A presenter is on air in the studio.2. Guess where you are likely to see the photo.a) In a book about the history of radio.b) In the life story of a famous radio presenter.c) In a book on how radio works.Purpose: To lead in the topic and impress the students that a life story is aboutsome important events of a person.活动3【活动】Activity3 SkimmingGet students to skim the passage and find out the structure of the passage:How many parts is the passage divided into?Underline the topic sentence of each paragraph.Match the main idea with each part.Purpose: To help the student aware of the function of topic sentences in thereading and writing and cultivate them to learn to summarize the main ideaaccording to the topic sentences.活动4【活动】Activity 4 Intensive readingRead Part1 &3 and answer the questions:(1) What does the event describe?(2) What main questions did the manager ask the writer?He asked…how old the writer was.if/ whether the writer wanted a job in radio.whether the writer should be at school or not.what the writer had for breakfast.(3).What question do all the presenters need to answer before they begin work?(4).What’s the main purpose of this question?(5).From the last part of this passage, we know________.A. The manager is interested in what the writer had for breakfast.B. The man behind the glass wall is a radio presenter, too.C. The writer successfully passed the job interview.D. All the presenters should have breakfast before they begin work.Read Part2 and think:What do you think helped the writer successfully pass the job interview?In what order is the background information organized?Try to find out the timeline of the writer’s growth.Why did the writer say “How could I explain〞? ________A. He didn’t know how to answer the manager’s question.B. It was difficult to tell the manager how he loved the radio.C. He had so many reasons that he couldn’t think of them.D. He was too nervous to express it very well.(5) “It seemed that they were speaking ……but to me in person.〞Which of the following underlined phrases has the same meaning as“in per son〞_________A. It’s better to make decision on your own.B. Can you solve this difficult problem by yourself?C. I have kept in touch with him for some years, but I have never met him in the flesh.(6) Try to list out the writer’s job experiences.a. parttime jobs in small stations.b. job experiences on the internet radio(7) Job experiences on the internet radio.Look at the sentences from the two paragraphs.①One day I learnt about Internet radio.②Once a week, I played my favorite music from my father’s puter, ...③Soon my friends at school started to listen, and then they wanted to help.④Once a week, we prepared a program, doing research on articles about music,…Please find the sentences which show:important events in the pastbackground informationPurpose: 1) To help the students further understand the details about the story.2) To foster the students’ ability of guessing the new words from the context.3) To improve the students’ a bility of analyzing and summarizing the reading materials whiling reading.4) To help the students revise the object clause and its connecting words, order ofspeech and tense.活动5【练习】Activity 5 Post－readingsplete the passage with correct forms of the words and expressions in the box.article at the age of listener purpose seem studioPeter (1) ________ to be very happy with his new job. He works in the (2)________ of a local radio station. He is lucky that (3) ___________ only twenty heis doing something he loves and has a real (4) ________. Every morning when hestarts work, he does a sound check and then he looks for interesting newspaper (5)________ to talk about on the show. The (6) ______ can phone in to talk to Peteror they can send emails to ask him to play their favorite songs. At the end of theshow, he closes down all the equipment and goes home.Purpose: To enhance the use of the new words and expressions in the context.Speaking:Do you think the writer is lucky? Why?What do you think helps him get his first real job?What can you learn from the story?Purpose:To impress the students the role that interest and experience that play in thecareerselection.2) To inspire them the value of ambition on the road to success.3) To improve their ability of speaking as well as to enhance the use of newexpressions and sentence structures.活动6【作业】Activity 5Homework1. Read the passage again and retell the writer’s experience to your partner in a normal order.2. Write a passage describing an important event in the past that made you develop your interest and giving background information.Purpose:To help the students better understand the passage.To enhance their use of the new vocabulary and to improve their writing skills.。
外研版初中英语八年级下册教案 Module 10 Unit2 2
Unit 2 It seemed that they were speaking to me in person. 【教学目标】●Knowledge objectiveKey vocabulary—seem, listener, age, article, studio, purpose Key structures—in person, at the age of●Ability objectiveTo get information from the passage about radio programmes.To master the tense of the object clauses.●Moral objectiveTo develop students’ interest in study; To realize own purpose of life by working hard step by step.【教学重点】1.To learn about some expressions in the passage.2.To learn about the tense of the object clauses.【教学难点】1. To get information from the article.2. The use of “in person and seem”.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upLook at the pictures and answer the questions.Step 2 New wordsLook and say. The teacher shows the pictures of new words and let the students to say as soon as possible.seem, listener, part-time, article, studio, purposeStep 3 Pre-readingLook at the photo and say what it shows.Step 4 ListeningListen to Part 2 and answer the questions.1.When did the writer start listening to his favorite programme?2.When did he ask for part-time jobs in small radio stations? Keys: 1. When he was four years old.2. At the age of nine.Step 5 Reading1.Read the passage and decide where you are likely to see thephoto.a) In a book about the history of radio.b) In the life story of a famous radio presenter.c) In a room on how radio works.Key: bplete the sentences.1.The writer met ________________ in a radio station.2. The manager asked why he wanted a job _______.3. At the age of four, the writer ________________,listening to hisfavorite programmes.4. At the age of nine, he asked for part-time jobs in__________.5. As he grew older, he learnt about ____________.6. This was how the writer’s ___________________ began.Keys: a radio manager, in radio, sat close to the radio in the living roomsmall radio stations, Internet radio, first real job in radiosplete the passage with the words in the box.article, at the age of, in person, listener, purpose, seem, studioPeter (1) _____ to be very happy with his new job. He works in the (2) _____ of a local radio station. He is lucky that (3) ___________ only twenty he is doing something he loves and hasa real (4) _______. Every morning when he starts work, he doesa sound check and then he looks for interesting newspaper (5)______ to talk about on the show. The (6) _______ can phone in to talk to Peter or they can send emails to ask him to play their favorite songs. At the end of the show, he closes down all the equipment and goes home.Keys: seems, studio, at the age of, purpose, articles, listenersStep 6 Learning to learnTo learn about the order in which different events happen. Step 7 Language points1. The radio manager looked down at me.look down at sb. 向下看着某人e.g. Tom, look down at the river. See all those boats and ships?汤姆，看下面的河。
外研版八年级下册英语第三单元作文教案
Writing Instruction for Unit 3 Composition in Grade 8, Junior High School, Foreign Language Teaching and Research Edition**I. Introduction**In this unit, we are exploring the topic of "The Future Life" which encourages students to imagine and envision what life might be like in the future. Through this unit, students are expected to develop their imaginative writing skills, expand their vocabulary related to technology and innovation, and practice expressing opinions andpredictions about the future. This writing instruction aims to guide students through the process of brainstorming ideas, outlining their thoughts, and writing a coherent and engaging composition.**II. Pre-writing Activities**1. **Discussion** Begin by asking students to share their thoughts on the future. Encourage them to discuss topics such as advancements in technology, changes in the environment, and potential improvements in daily life. Thisdiscussion will help to stimulate their imaginations and generate ideas for the composition.2. **Mind Mapping** After the discussion, guide students in creating a mind map of their ideas related to the future. They can include keywords and phrases related to different aspects of the future life, such as transportation, education, health care, and entertainment. This mind map will serve as a visual outline for their writing.**III. Writing Activities**1. **Outline** Instruct students to create an outline for their composition. The outline should include an introduction, several body paragraphs, and a conclusion. Encourage them to include details about the specific aspects of future life they want to discuss and the reasons why they believe these changes will occur.2. **Drafting** Students should now begin writing their first draft. They should use the outline as a guide and expand each point into a full paragraph. Emphasize the importance of using descriptive language and vivid imagery to bring their vision of the future to life. Encourage themto include examples and personal opinions to support their predictions.3. **Peer Review** After completing their first draft, students can exchange papers with a peer for review. They should provide feedback on ideas, organization, language use, and any suggestions for improvement. This peer review process will help students identify weaknesses in their writing and learn from the strengths of their peers.**IV. Post-writing Activities**1. **Revisions** Based on the feedback received from their peers, students should revise their compositions.They should focus on improving clarity, adding more details, and correcting any grammatical or spelling errors.2. **Final Draft** Once the revisions are complete, students should produce a final draft of their composition. This final draft should be well-organized, coherent, and engaging, reflecting their thoughts and predictions about the future life.3. **Sharing and Discussion** Finally, students can share their compositions with the class. This can be donethrough a reading aloud session or by presenting a slideshow or video if technology allows. After each student shares, the class can discuss the ideas and predictions presented, encouraging critical thinking and further discussion on the topic.**V. Conclusion**Through this writing instruction, students will have the opportunity to explore their imaginations and express their thoughts about the future life. They will develop their writing skills by brainstorming ideas, outliningtheir thoughts, and writing a coherent composition. The peer review and revision process will help them improve their writing and learn from the feedback of their peers. Finally, sharing their compositions with the class will foster a sense of community and encourage further discussion on the exciting topic of the future.**八年级下册英语第三单元作文教案****一、引言**本单元我们将探讨“未来生活”这一主题，鼓励学生想象并描绘未来生活可能的样子。
外研版八年级下册第二模块第一单元教案
临邑县中小学当堂达标教学课时教案学过程教师活动学生活动我的个性化修改Step 1 Warming up and Leadi ng-i n1. Let ' s sing the song “ Where are you from? ”2. Fill in the bla nks accord ing to the song.eg. 1) Tony sings that he ' s fCmna ( 一共4句) 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 tellme where you ' re from?Step 2 Pair work1. Where are you2.Where is your good friend from?S1: Where are youS1: Where is your good friend from?S2: I amS2: My good friend …is from …S1: S2 says that he / she isS1: S2 says that …from? from? from …from …Step 3 Group work1. Say something about my good friend Sally. Liste ning and read ing: (Turn to Page 10-3)1. Listen and an swer the questi ons:1) How many pers ons are there in the dialogue ?2) Where are they?2. Read and an swer （必须用宾语从句回答）1)What does Che n Huansay? He says that …2) What doesSally say? She says that …3. Read andcheck (V )the true sentences. (Turn to Page 11-4)教学反。
外研版八年级英语下册教学课件
外研版八年级英语下册教学课件一、教学内容本节课的教学内容来自于外研版八年级英语下册，主要涉及Module 8和Module 9两个单元。
Module 8的主题是"Healthy Lifestyle"，主要介绍了健康生活方式的重要性以及如何保持健康。
Module 9的主题是"Understanding each other"，主要讨论了如何理解和尊重他人。
具体的教学内容如下：1. Module 8:Unit 1: How to keep healthyUnit 2: The importance of exerciseUnit 3: A balanced diet2. Module 9:Unit 1: Understanding cultural differencesUnit 2: Respecting others二、教学目标1. 学生能够理解和运用Module 8和Module 9中的核心词汇和表达方式。
2. 学生能够通过听、说、读、写的实践，提高自己的英语语言能力。
3. 学生能够理解健康生活方式的重要性，以及如何理解和尊重他人。
三、教学难点与重点重点：Module 8和Module 9中的核心词汇和表达方式的运用。
难点：理解和尊重他人的文化差异，以及如何有效地进行沟通。
四、教具与学具准备教具：教学课件、黑板、粉笔、录音机、磁带或光盘。
学具：学生课本、练习册、笔记本、铅笔、橡皮。
五、教学过程1. 引入：通过播放一段关于健康生活方式和理解他人的视频，引出本节课的主题。
2. 讲解：教师通过教学课件，逐个讲解Module 8和Module 9中的核心词汇和表达方式，同时给出例句进行解释。
3. 实践：学生通过听、说、读、写的实践，运用所学的词汇和表达方式。
例如，学生可以进行角色扮演，模拟健康生活方式的场景，或者讨论如何理解和尊重他人。
4. 练习：学生完成课本和练习册中的相关练习题，巩固所学的知识。
外研版英语八年级下册【教学设计】Module 1 Unit 2
外研版英语八年级下册Module 1 Feelings and impressionsUnit 2 Feelings and impressionsand impressions ，教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。
Unit2主要目标是学习运用系表结构描述人的外表，初步认识并使用when?引导的时间状语从句。
活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。
要求学生运用所给词汇谈论图片中人物形象。
活动2?是Sally 写给其笔友Lingling 的一封信，要求学生读后根据信中描述找出正确的图片。
活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。
活动4要求学生仿照信件中Sally 对自己外表的描述，描述照片中人物的形象。
活动5和6?要求以回答问题和两人对话的形式，运用when?引导的时间状语从句谈论别人及自己的感受。
活动7要求按照提示给Sally 写一封回信介绍自己的情况：外貌、喜好等。
1. 通过本课的学习，学生能够正确运用下列单词和词组：fair ，glasses ，proud ，be proud of,jeans, pretty, nervous, message, hobby, at school, mark, love, sb.can’t wait to do sth.2. 进一步学习感官动词feel 、 look 、smeel 、taste 的用法，在理解的基础上学会用它们表达情感。
【能力目标】能读懂对人外貌和性格的简单描述。
【情感目标】能正确描写一个人的外貌、性格、爱好等。
2. 能够运用感官动词，正确描写出一个人的外貌、性格、爱好等。
1. Show some pictures to review the text of Unit 1.2. Show some pictures.3. Talk something about the pictures.4. Introduce the new words.5. Read the words after the teacher.Step 2 Work in pairs.1. Ask the students to look at the pictures in Activity 1.2. Ask the students to read the words in the box in Activity 1.3. Work in pairs and describe the girls.Step 3 Language practice.1. Show some pictures.2. Talk something about the pictures.1) She feels sad when she gets bad marks at school.2) She feels a bit sad at first when she leaves her mum and dad.3) She feels quite shy when she is with strangers.4) She feels nervous when she speaks Chinese.5) She feels sorry when she does not know how to do things in the right way6) She feels afraid when she travels by plane3. Read the sentences after the teacher.Step 4 Reading.1. Play the recording and listen to the tape carefully.2. Ask the students to read through the passage.3. Match the questions with the paragraphs.a) What are your hobbies?b) How do you feel about coming to China?c) What do you look like?4. Check with a partner.5. Call back the answers from the whole class.Keys: a) 3 b) 4 c) 26. Read the text together.Step 5 Read the sentences.1. Ask the students to read the sentences in Activity 4.She’s quite tall, with short fair hair, and she’s wearing glasses. She’s wearing a T- shirt and carrying a warm coat.2. Now describe the people. Use the sentences above to help you.1) the girl in picture B in Activities 12) your classmatesStep 6 Answer the questions.1. Ask the students to read the text again.2. Ask them to read through the questions in Activity 5.How does Sally feel when she …1) gets 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) travels by plane?3. Work in pairs and answer the questions.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. She feels sad when she gets bad marks at school.2. She often feels a bit sad at first when she leaves her mum and dad.3. She is quite shy when she is with strangers.4. She feels nervous when she speaks Chinese.5. She feels sorry when she does not know how to do things in the right way.6. She is afraid of flying.Step 7 Complete the passage.1. Ask the students to the words in the box in Activity 6.2. Ask the students to read through the passage in Activity 6.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) _________. 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.3. Complete the passage with the correct form of the words from the box.4. Check with a partner.5. Call back the answers from the whole class.Keys: 1. fair 2. marks 3. hobbies 4. message 5. proud6. Read the passage together.Step 8 Important and difficult points1.My brother is in the school tennis team—I’m very proud of him!我哥哥(或弟弟)是校网球队队员——我为他感到非常骄傲！be proud of表示“以……为骄傲”。
外研版英语八年级下册Module5 Unit2 精品教案
Module5 Unit2 精品教案【教学目标】Knowledge objectiveKey vocabulary:orange-and-white, ugly, schoolbag, lead, clever, as, heaven, expect, artist, invent, copy, black-and-white, own, private, create, satisfyKey structures:win the heart of, ever since, lead againstAbility objectiveTo get information about cartoons.To master the three tense.Moral objectiveTo know more about other person’s opinion and splendid culture in the world. 【教学重点】1.To learn some expressions in the passage.2.To learn three kinds of tenses.【教学难点】1. To get information from the article.2. The use of “win the heart of”.【教学方法】PWP method, task-based method【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Warming upWork in pairs. Answer the questions about the cartoon characters.Which of them do you know?Which of them do you like? Why?Give the pictures about the cartoon characters on page 36, and show some newwords.Step 2 New wordsLook and say. The teacher shows the pictures of new words.Step 3 Reading1. Read the passage and choose a sentence that best summarizes it.2. Read the passage again and finish the following tasks.一、本课以卡通为话题，介绍了5个著名的卡通形象，它们分别是_________________________________________。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
How to improve your clarity of speech 教案
1. Practice jaw exercises to enhance clarity of speech. Use a mirror to aid you in this
step. Here are three exercises to help. These also help relax the jaw, making speech a
lot clearer:
--Make wide chewing motions while humming gently.
--Stretch every muscle in your jaw and face. Open your mouth as wide as possible (as
if you were about to yawn), while moving your jaw in circles, and sideways.
--Open your mouth wide, as in the previous exercise, and shut it again. Repeat 5
times.
2. Try tongue twisters. Start off slowly, and gradually build up until you say them at
normal conversation speed. When speaking them, exaggerate the words, making
your tongue, jaw and lips work hard. As you become surer of them, begin to project
your voice and exaggerate the words more. This helps you gain skill.
3. Have a conversation with yourself in front of the mirror. It may sound silly, but it
does help. Again, exaggerate your words as you speak.
4. Gargle some lukewarm water with a pinch of salt. This helps relieve tension in the
throat.
5. Avoid speaking with clenched teeth.
6. Don't rush when speaking. Talk deliberately, but not so slow that you are a robot.
7. Swallow excess saliva. Saliva left in the mouth can result in mumbling and
distortion of consonants such as "S" and "K".