导读： 外研社英语八年级下册教案(共5篇)外研版初中英语八年级下册全册教案按住Ctrl键单击鼠标打开视频动画和单词音频朗读mp3播放Module 1 Hobbies一、 重点难点1、 重点：(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的简单评析。(2)、了解句子基本成份(主语，谓语，直接宾...
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外研社英语八年级下册教案(一)
外研版初中英语八年级下册全册教案
按住Ctrl键单击鼠标打开视频动画和单词音频朗读mp3播放
Module 1 Hobbies
一、 重点难点
1、 重点：
(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的
简单评析。
(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。
2、难点：
(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)
(2)、英语简单句的五种基本句型和There be句型。
Module 1 Hobbies
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
1. Greeting. Talk about the winter vacation.
How was your winter vacations?
What did you do during the vacation?
Are you interested in „?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to „.
设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。
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1. Read the chart and predict Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.
设计意图：在常规听力练习中进一步提高学生听的能力。
1. Show the following.
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen and repeat the conversation.
4. Get to write down the answers in Activity 4.
5. Read the conversation together loudly. Show some comprehension questions.
What does Lingling need to do? And why?
What made Sally so interested in music?
When did Sally have her first violin lesion?
What is Sally going to Radio Beijing to do?
6. Read in a group of 3.
设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人‖的活动中，加强目标语的训练和加大语言的输入和输出量。
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs) 设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关―兴趣爱好‖句型，在用中巩固。非单调地反复，而是有意义地使用，体现―做中学‖的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
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Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
Many teenagers like reading. Because they think it is useful and relaxing.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
1. Work in pairs, talk about the pictures.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
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1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到―韩寒‖现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Brain storming. Present the questions one after another.
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Look at the sentences of Activity 6.
Rewrite the sentences using ―as well as, such as, or as a result‖.
Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
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Choose a partner from a different group.
Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
Write a short passage called ―My classmate’s hobby‖. Use ―as well as, such as or as a result‖.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
List the hobbies the Ss mentioned in their compositions or that they often see on the board.
Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)【外研社英语八年级下册教案】
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Read the passage ―An interest in history‖.
Mention the difference of some hobbies in the past.
Discuss what we can learn from these hobbies in the past.
A useful website: /ebi/article-202069
Some famous proverbs:
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
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外研社英语八年级下册教案(二)
八年级英语下册教案外研版全册
Module 1 Hobbies
一、 重点难点
1、 重点：
(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的
简单评析。
(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。
2、难点：
(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)
(2)、英语简单句的五种基本句型和There be句型。
Module 1 Hobbies
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
1. Greeting. Talk about the winter vacation.
How was your winter vacations?
What did you do during the vacation?
Are you interested in „?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to „.
设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。
1. Read the chart and predict Tony’s hobbies.
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.
设计意图：在常规听力练习中进一步提高学生听的能力。
1. Show the following.
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen and repeat the conversation.
4. Get to write down the answers in Activity 4.
5. Read the conversation together loudly. Show some comprehension questions.
What does Lingling need to do? And why?
What made Sally so interested in music?
When did Sally have her first violin lesion?
What is Sally going to Radio Beijing to do?
6. Read in a group of 3.
设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人‖的活动中，加强目标语的训练和加大语言的输入和输出量。
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs) 设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关―兴趣爱好‖句型，在用中巩固。非单调地反复，而是有意义地使用，体现―做中学‖的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
Many teenagers like reading. Because they think it is useful and relaxing.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
1. Work in pairs, talk about the pictures.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到―韩寒‖现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.【外研社英语八年级下册教案】
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Brain storming. Present the questions one after another.
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Look at the sentences of Activity 6.
Rewrite the sentences using ―as well as, such as, or as a result‖.
Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
Choose a partner from a different group.
Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
Write a short passage called ―My classmate’s hobby‖. Use ―as well as, such as or as a result‖.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
List the hobbies the Ss mentioned in their compositions or that they often see on the board.
Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Read the passage ―An interest in history‖.
Mention the difference of some hobbies in the past.
Discuss what we can learn from these hobbies in the past.
A useful website: /ebi/article-202069
Some famous proverbs:
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching Content: Language in use
外研社英语八年级下册教案(三)
外研版八年级英语下册 Module1 Feelings and impressions教案
Module 1 Feelings and impressions
I. Teaching objectives教学目标
情感态度：学会了解他人，关心他人的生活和学习。
II. Teaching materials analyzing 教材分析
本模块的主题是―Feelings and 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。
Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。活动7和8 是对本单元语音语调规则的训练及实践运用。
Unit 2 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。
Unit 3 主要是语言应用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动4—6侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要
求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。
III. Class types and periods 课型设计与课时分配
Period 1 Listening and reading (Unit 1)
Period 2 Reading and writing (Unit 2: 1-4 and 7)
Period 3 Speaking and writing (Unit 2: 5-6；Unit 3: 4-6)
Period 4 Integrated skills (Unit 3: 1-3；7-12)
Ⅳ. Teaching plans for each period分课时教案
Period 1 Listening and reading
Language goals语言目标
1. Key vocabulary重点词汇
feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce
2. Key structures重点句式
sense verb+ adj
Ability goals能力目标
Enable students to use sense verbs.
Teaching methods教学方法
Communicative approach.
Teaching aids教具准备
A tape recorder, some pictures and some objects.
Teaching procedures and ways教学过程与方式
Step I Lead-in
Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class.
T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess. S: She must smell something terrible.
T: What is the man?
S: A cook.
T: Yes. What is he doing?
S: He is tasting something.
Write ―taste‖ on the board.
Then go on with the other pictures.
Show the following.
feel, look, sound, smell, taste
T: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc.
Ask students to read the words and sentences in Activity 2 repeatedly.
Step II Listening and reading
Listening
In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures.
A few minutes later, call back the answers.
Then call attention to the structure: subject + sense verb + adj
T: We can use the structure to express our feelings.
Reading
Ask students to read through the conversation individually and then play the tape and have them read and follow.
Ask them some questions to check their comprehension.
a. What is Betty doing?
b. What is Lingling doing?
c. How does the onion taste?
d. How does the pizza taste?
e. Who is going to the airport? And why?
Then ask students to answer the questions in Activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers.
Sample conversation:
A: What smells delicious?
B: Pizza smells delicious.
A: What doesn’t smell fresh?
B: Cheese doesn’t smell fresh.
T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner.
After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after ―eye, mouth, nose‖, three of the blanks.
Check the answers.
Step III Pronunciation and speaking
Do the Activity 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes.
Sample dialogue:
-Do you like Beijing roast duck?
-Yes, I do. It tastes delicious. Do you like flowers?
-Yes, it smells sweet and looks beautiful.
Step IV Homework
Ask students to
1. read the conversation repeatedly.
2. learn Everyday English on page 57 by heart.
3. finish Activities 1, 2 and 6 in the Workbook.
Period 2 Reading and writing
Language goals语言目标
1. Key vocabulary重点词汇
外研社英语八年级下册教案(四)
外研版初中英语八年级下册全册教案
Module 1 Hobbies
一、 重点难点
1、 重点：
(1)、通过谈论兴趣与爱好训练学生的听、说、读、写能力，掌握使用简单句表达兴趣爱好以及对兴趣爱好的
简单评析。
(2)、了解句子基本成份(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)。
2、难点：
(1)、句子成份的辨析(主语，谓语，直接宾语与间接宾语，宾语补足语，表语，状语)
(2)、英语简单句的五种基本句型和There be句型。
Module 1 Hobbies
Period 1: Listening and Vocabulary &Pronunciation and Speaking
Teaching Aims and Demands:
1. Language knowledge:
Key vocabulary: collect, collection, tidy, tidy up, doll, fan, stamp, untidy, least, take up, all the time, be interested in, interview
2. Listening skill: To understand conversations involving talking about one’s hobbies. Improve the students’ listening ability.
Teaching Aids: Multi-Media (or Tape recorder, OHP)
Teaching Procedures:
1. Greeting. Talk about the winter vacation.
How was your winter vacations?
What did you do during the vacation?
Are you interested in „?
What did your father/ mother often do ?
Did he / she do it all the time?
So his / her hobby is to „.
设计意图：寒假回校第一节课，从学生的寒假生活入手，谈论假期生活，逐步引入主题，并导入部分新单词和词组。
1. List the hobbies of the family members’.
2. Guess what hobbies the teachers have. In this way show the new words “stamp, doll, fan”.
3. Talk about the hobbies:
Which hobby is expensive?
Which hobby takes up the least space?
Which hobby is good for us students?
Which hobby do you like best?
设计意图：通过列举家庭成员和猜测教师的兴趣爱好，完成新单词的教学。对兴趣爱好的简单问题，既对列举的部分兴趣爱好有一基本的评价，也为下面的听力作好铺垫。
1. Read the chart and predict Tony’s hobbies.【外研社英语八年级下册教案】
2. Listen and complete the chart.
3. Listen to the tape again and answer the questions about the tape.
Why does Tony’s mum want him to tidy up his room?
Whose hobby is expressive?
Which hobby do you think takes up the least space?
4. Call back the answers from the whole class.
设计意图：在常规听力练习中进一步提高学生听的能力。
1. Show the following.
2. Listen to the tape of the conversation and match. (Activity 4)
3. Listen and repeat the conversation.
4. Get to write down the answers in Activity 4.
5. Read the conversation together loudly. Show some comprehension questions.
What does Lingling need to do? And why?
What made Sally so interested in music?
When did Sally have her first violin lesion?
What is Sally going to Radio Beijing to do?
6. Read in a group of 3.
设计意图：通过对话的听读操练，增强对目标语的输入，在大输入量的基础上，为后续的输出做准备。匹配题和问题的设置帮助学生能较好的完成Activity4&5。
1. Ask the Ss to choose a character from the conversation.
2. Work in pairs, get each of them to find out which character his / her partner selects.
设计意图：通过不同角色的猜测，让学生使用不同问句，并在提问过程中加深对对话的理解，在完成 “找人‖的活动中，加强目标语的训练和加大语言的输入和输出量。
1. Divide the classroom into 3 or 4 groups. Ask the Ss in each group to make conversations one by one to find out who is a good friend of his/ hers.
2. Make conversations to find out who has the most hobbies or has the same opinions about hobbies.
3. Make conversations with the ones in the group like following:
4. Make sure the one who has the same opinion about hobbies or who has the most hobbies as you is your good friend.
5. A report about your good friend like the example given. (The Ss may substitute the underlined parts with their own needs) 设计意图：通过小组内对话，完成寻找好友这一任务，让学生运用有关―兴趣爱好‖句型，在用中巩固。非单调地反复，而是有意义地使用，体现―做中学‖的理念。通过让学生口头报告自已好友这一活动，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。
1. Write a composition about your good friend.
2. Oral work: Read the conversation of Activity 3.
3. Finish Activity 6 on page 8.
Period 2: Vocabulary and reading
Teaching Content: Vocabulary and reading
Teaching Aims and Demands:
1. Language knowledge:
New words: as, mountain, volleyball, sailing, creative, lazy, useful, develop, skill, camp, as well as, activity, such as, workshop, professional, imagine, senior, teenage, teenager, come out, result, as a result, enjoyment, success, should
2. Reading skill:
(1). Get information about one’s hobbies in reading.
(2). Improve the students’ reading ability to understand the passage.
3. Attitudes: We should establish good hobbies.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Show part of many pictures of different kind of hobbies and ask the Ss to guess what hobby it is.
2. While guessing, make simple comment on each hobby, like:
I like mountain biking because it is exciting.
Many teenagers like reading. Because they think it is useful and relaxing.
设计意图：利用学生所喜爱的猜测游戏，将学生导入篇章学习，激发学生对篇章的喜爱，同时对不同的兴趣爱好作简单评述，将生词教学放入适当语境之中，训练学生对生词的猜测技能，也为后续的篇章教学扫除词汇障碍。
1. Work in pairs, talk about the pictures.
设计意图：通过半控制性的两人小组活动，进一步让学生操练对不同的兴趣爱好的评价，同时对生词行必要的巩固。
1. Get the Ss to read the passage as quickly as possible.
2. Find out:
Whose is the special hobby?
What is the special hobby?
3. Call back the answers from the whole class.
设计意图：通过top-down式的阅读，让学生对全文有一总体印象，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。
1. Present some true or false questions about detailed information from the passage.
David Smith likes writing. (T)
He learned writing during a summer camp of 2000. (T)
There was a professional writer on the camp. (T)
David wrote a story about his life in senior high school. (F)
David’s first book came out in 2003. (T)
His book was very popular. (T)
Writing was his only hobby in his free time. (F)
David decided to write more books in the future. (F)
2. Read the passage by themselves. And ask to finish the true or false exercises.
3. Check the answers with the whole class.
设计意图：第二次阅读，旨在使学生掌握篇章是的细节信息，并通过正误判断题来检查学生对篇章的初步理解程度。
1. Get the Ss to listen and repeat the passage simultaneously.
2. Present the following questions:
设计意图：听录音，意在防止和纠正学生在朗读过程中的语音错误。第三次读篇章，意在对篇章加深理解。
1. Get the Ss to read the passage together loudly.
2. Discuss the following questions in groups.
What should we learn from David’s attitude towards his hobby?
Why do people usually have hobbies?
3. Share the ideas.
设计意图：第四次大声齐读，加强对语言的暴露。同时通过四次不同形式的阅读，帮助学生深层次的理解篇章的主旨，并结合自身，进行拓展。
1. Divide the Ss into two groups.
2. Debate: Do you think David should write more books in the future?
Group A For the opinion
Group B Against the opinion
设计意图：最后就David是否应继续他的写作作为辩论材料，让学生抒发对此类现象的不同感想，也可以此联系到―韩寒‖现象所引起的盲从，引导学生理性地对待个人的兴趣爱好。
1. Write a short passage. Introduce your own hobby and what it has brought to your life.
2. Complete Activity 3 on page 7.
3. Oral work: Read the passage.
Period 3: Writing, Around the world &Module Task
Teaching Content: Writing & Around the world &Module Task
Teaching Aims and Demands:
1. Writing skill: Write about one’s hobby. Improve the students’ writing ability.
2. To learn about the changing of hobbies in different time.
3. Attitudes: Saying goodbye to the bad or unhealthy hobbies.
Learning strategies
Top-down and Interactive approach and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
1. Brain storming. Present the questions one after another.
设计意图：通过头脑风暴的形式，让学生复习课文中所学的重点单词。在问答中复习，使学习更有意义，同时为下面的Writing 做好准备。
Look at the sentences of Activity 6.
Rewrite the sentences using ―as well as, such as, or as a result‖.
Write new sentences according to the examples individually.
4. Share the sentences in pairs.
设计意图：通过对句子的仿写和造句，加强对目标语的操练，提高目标语运用的正确性，为后面的书面表达做铺垫。
Choose a partner from a different group.
Make a survey. Ask and list as many hobbies he or she has as possible. Using the following conversation as an example.( Substitute the underlined parts as they wish)
Write a short passage called ―My classmate’s hobby‖. Use ―as well as, such as or as a result‖.
设计意图：围绕中心话题，用两人对话的形式，就个人的兴趣爱好作进一步的了解，列举尽可能多的兴趣爱好，提高目标语运用的熟练程度。
List the hobbies the Ss mentioned in their compositions or that they often see on the board.
Pair work: (Also they can look at the picture on page 7 of Activity 4 for some hints.)
设计意图： 利用教材资源，就学生真实的情况开展讨论，对兴趣爱好作再认识，提高语言运用的真实性，也为完成模块任务作好铺垫。
A letter of sponsorship---Saying goodbye to bad hobbies.
Choose an object to write a letter of sponsorship. (To teenagers/ adults/ teachers/ parents)
设计意图：通过对已列举的兴趣爱好的分类，对有关的兴趣爱好做出甄别，通过给不同的对象写倡议信的形式，提出对兴趣爱好的正确有价值取向，告别陋习。
Read the passage ―An interest in history‖.
Mention the difference of some hobbies in the past.
Discuss what we can learn from these hobbies in the past.
A useful website: /ebi/article-202069
Some famous proverbs:
设计意图：通过对人们兴趣与爱好的变迁，引导学生正确对待过去的生活，了解过去的文化，吸收传统文化的精髓，弘扬具有民族精神的优秀的传统文化。
1． Finish the letters of sponsorship in groups and put on the board as an exhibition in the class.
2． Oral work: Read the passage of David’s special hobby and get ready to retell the passage in your own words.
Period 4: Language in use
Teaching Content: Language in use
外研社英语八年级下册教案(五)
新外研版八年级英语下册全册教案 初二第二学期全套教学设计
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, love
B. 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, adjectives
3. 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 information
4) Writing a description of a classmate.
4. Around the world: Polite expressions
5. 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 model
Listening and speaking
ⅡTeaching method
PWP approach
ⅢTeaching aims
1. To listen and understand sentences with sense verbs.
2. To understand the conversation.
3. To learn to use sense verbs.
ⅣTeaching Objectives
1. 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, ear
2. Key structures: Sense verbs: feel, look, sound, smell, taste, adjectives
ⅤTeaching aids
Tape recorder, OHP, video
ⅥTeaching Steps
Step 1 Warming-up
1. 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 Activity 2.
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 tea
4) 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. lovely
6. 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 7 Pronunciation and speaking
1. Play the recording once without stopping.
2. Play the recording again and ask the whole class to repeat.
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。我们把后面接主语补充成分的动词称为系动词。
最常用的系动词是be，另外还有很多感官动词，如：look，taste，feel，smell，sound等。例如：
上面用到的系动词smell，taste，feel，sound，look相当于汉语中的闻起来，尝起来，摸上去，听上去，看起来的概念。
要注意这类系动词和系动词be不同，其否定形式和疑问形式的构成要借助动词do。例如：
The dishes do not smell very nice.
Dose he look worried?
The cake dose not taste very good.
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