外研(新标准)版 八年级下册初二英语第二学期教学设计Module 10 On the radio 教案
外研版 八年级下册 英语 教案：Module 10 Unit 2
Write a passage describing an important event in the past and giving background information.
Decide where you are likely to read the passage. And pick up the right title.
a) In a book about the history of radio.
b) In the life story of a famous radio presenter.
本活动是一个语言输出训练，通过给出每项写作环节分步指导，为学生写作提供支架，同时也使得学生写作内容更符合正确的逻辑。也旨在通过一个简单的写作，综合复习并运用本课写个人经历的文章的写作结构。
Step7
Summary
Now it’s time for us to conclude what we learned in this class.
利用学案进行当堂检测，
巩固学生对本课内容的掌握。
Step9Homework
The homework is I. P83.4
II. Write a passage describing an important event in the past and giving background information.
Unit 2 It seemed that they were speaking to me in person.
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。
外研版英语八年级下册Module 10 My perfect holiday Unit 1教学设计
外研版初二（下）Module 10 Unit 1 教学设计Ⅰ. 课型: 听说课II．教材分析本单元的中心话题是“我的理想假日”，开展听说活动。
通过学习要求学生能够用描述“imaginary situation ”的would +v.的结构描述自己理想的假日。
Ⅲ、教学对象分析初二学生对“imaginary situation”会很感兴趣，而且本话题比较贴近学生的实际。
学生对“would +v”的用法是初次接触，所以通过教师的指导,引导学生从听力材料中获取相应的信息，掌握语法功能，再通过小组合作完成本单元的任务，并在交流和中建立了很好的友谊。
IV．教学目标1、知识目标和技能目标1）知识目标词汇：掌握下列主要的词汇和短语:perfect, board, flight, gate, silly, so…that等词汇及其用法。
语音：能准确读出perfect, board, flight, gate, silly, so…that等词语，掌握句子的升降调。
语法：能正确使用would / wouldn’t ,so…that，although的语法结构，并能用这些语法功能进行交流合作。
技能：通过听力材料能够快速获取信息，以小组合作的形式来提问和表达个人信息，从而进一步掌握语法功能。
重点句型: would / wouldn’t for imaginary situations and so…thateg. I would have a fantastic time.I wouldn’t take the plane.I would be afraid that something would go wrong with theplane.You could go by boat or by train, although it would take so longthat you would need to come back immediately.2) 技能目标通过听力材料能够快速获得细节信息，以小组合作的形式来提问和表达个人信息从而进一步掌握would / wouldn’t的用法。
外研版八年级下册《Module10OntheradioUnit2》教学设计
外研版八年级下册《Module 10 On the radio Unit 2 》教学设计一. 教材分析外研版八年级下册《Module 10 On the radio Unit 2》的主题是关于radio节目。
本节课的主要内容是学习不同类型的radio节目以及如何描述radio节目。
教材通过听力练习、口语练习、阅读练习以及写作练习等多种形式，让学生在掌握radio节目的相关词汇和表达方式的同时，提高听、说、读、写四项基本技能。
二. 学情分析学生在学习本节课之前，已经掌握了日常生活中的一些基本词汇和表达方式，具备一定的听说读写能力。
但部分学生对radio节目的了解较少，可能对一些特定词汇和表达方式感到陌生。
因此，在教学过程中，教师需要关注学生的个体差异，适当降低难度，引导学生积极参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握与radio节目相关的词汇和表达方式，如：news, music, talk show, interview等。
学生能够正确使用一般现在时描述radio节目的特点和自己的喜好。
2.技能目标：学生能够在听力、口语、阅读和写作实践中运用所学知识，提高听、说、读、写四项基本技能。
3.情感目标：培养学生对radio节目的兴趣，提高学生英语学习的积极性。
四. 教学重难点学生能够掌握与radio节目相关的词汇和表达方式。
学生能够正确使用一般现在时描述radio节目的特点和自己的喜好。
学生能够听懂并准确运用英语描述radio节目的特点。
学生能够运用所学知识，进行口语和写作实践。
五. 教学方法1.任务型教学法：通过听力、口语、阅读和写作任务，引导学生主动参与课堂活动，提高学生的实际运用能力。
2.情境教学法：创设生活情境，让学生在真实的环境中感受和运用英语。
3.小组合作学习：鼓励学生相互合作，共同完成任务，提高学生的团队协作能力。
六. 教学准备1.教师准备：提前准备好与radio节目相关的听力材料、图片、视频等教学资源。
外研版八年级下册Module10教案
Module 10 教案学习目标2 .情感态度目标1）通过学习送行分别时所用的交际用语，学会与人友好相处。
2）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，实行情感教育。
3）能在小组活动中积极与他人合作，相互协助，共同完成学习任务。
学习过程：对本单元单词的学习基础练习根据汉语意思填写单词，看谁掌握的更好1.___________________ 完美的______________ 2登机______________ 3航班4登机门_________ 5傻里傻气的 ____________ 6户外的______________ 7如此---- 以致----- _____________ 8商业 _______________ 9空的_____________ 10胃 _____________ 11烧，燃烧________ （ __________ , ______________ ）12充足的 __________________ 13每件事物 ________________ 14大学15上大学16生活的17简单的18适当地，准确地19 一点也不----- 20送别____________ 21设法做到___________________水平测试对以上单词你能灵活应用吗？根据句意写单词1.Please ____________ （登）the plane immediately.2.____________ （一切）is good.3.How many ______________ （航班）are there to Hong Kong?4.This problem is as _____________ （简单）as that one.5.Mum, I have a pain in my _________________ （肚子）.6.Don't make such a ________________ （愚蠢白勺）mistake any more.7.There isn't ______________________ （充足的）clean water in the west ofChina.8.This is the __________________ （完美的）photo in my life.9.You will against the law if you ______________________ （烧）the forest.10.Now,more and more people like sports __________________ （户夕卜）.11.That man plays the violin in the street for ___________________ （生活）.12.Our headmaster often goes on ___________________ （出差）.13.If you go to the supermarket, you can enter it from the g _______ .14.Basketball is an ______ gameUnitl I would go to London学习过程一. Read part3 quickly, then do exercise 4 （课本81 页）二・Read the dialogue again and fill in the blanks.Sally is leaving for L _________ . Her f _______ i s CA937. Some of her friends ares _________ her off at the airport. They were talking about the big cities they would like to go. Lingling said she would like to go to England and go to a big o ____________ pop concert, but she wouldn't t __________ the plane, because she was afraid that something would go w __________ w ith the plane. Betty thought it was s ________ to think so. At last, Sally said she would be h ________ to stay with them all. But she had to b _______ the plane then. They said goodbye to each other and promised to stayin t _______ .三.结合以下知识点读课文,然后翻译课文句子1.would like to do sth. = want to do sth. 想做某事would like sth. = want sth.想要某物Would you like to be a volunteer of the Olympic Games?Yes, Kd like/love to.Would you like some tea? Yes, please. / No, thanks.Grammar: would 表示“想象"的用法Imagine I had lots of money like Bill Gates . I would help the poor children in the world to go to school2.在肯定句中，如果前一句的主语和后一句的主语是两个不同的人或物，又做相同的一件事，就用so引导倒装句；如果是否定句，则用neither或nor引导。
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.。
外研版八年级下册英语教案设计Module10 Unit2
课文学习
1.介绍本课的背景，观看M10U2活动2动画。
PPT第6页
2.第一遍观看，回答：Where does the writer talk about the story？
第二遍，播放动画，完成文章中的细节填空练习。
PPT第6页
PPT第7-8页
3.再次阅读文章，教师带领学生细读课文，学习本文的重点句型及短语，掌握本课的重点知识。
Iasked for part-time jobs in small radio stations.
【能力目标】1.理解文章大意，并回答相应的细节问题。
2.了解文章用插叙方式来讲述课文。
3.根据给出的背景信息，写一篇描述过去的重要经历。
【情感目标】培养学生坚持不懈，勇于追求梦想的精神。
二、教学重点
1.准确认读：in person , article,purpose.等新词，并理解意思。
article
purpose
It seemed that they were speaking to me in person.
Iasked for part-time jobs in small radio stations.
PPT第9页
【设计意图】通过几遍的看、听、阅读，要求学生既要理解文章意思，又要把握文章的知识及句型。
（三）
拓展运用
1.再次阅读文章，找到文章的描察表格，区分重要事件和背景信息。
【设计意图】本活动是帮助学生理解课文结构合叙述方法，为后面的写作做准备。
2.掌握、理解It seemed that they were speaking to me in person.
Iasked for part-time jobs in small radio stations.
外研版英语(新标准)八年级下册《Module 10 On the radio》教学设计
外研社新标准八年级下册Module 10 教学设计Which presenter do youlike best?/pr I 'z e nt ə/n.主持人They ’re on air now.（广播或电视）播出They ’re reporting the latest national and internationalnews. So everyone should avoid making any noise in thebackground ./ə'v ɔI d /v.避免；防止/'I nt ə'n æʃn əl /adj.国际的；世界的/'n æʃn əl //'b ækgr a ʊnd/n.背景；后景adj.国家的；国内的略教学内容教学活动设计意图教师活动学生活动Step1: 阅读前活动：1、热身提问：Do you know the broadcasting corporation in theworld?2、谈论学校的广播站：When does the radio station start working?What kind of programme do you like best?What do you think of the radio station at school?Do you want to work at the station?3、(P82 Activity 1)看图说话。
1）Look at the photo and say what it shows.2) Teach the new word“studio”4、词汇学习：从世界知名广播公司引出讨论校广播站，再到活动一看图说话，所设问题贴近学生生活实际，便于学生顺利交流，激发学生对本单元内容学习的兴趣，老师适当点拨总结，顺利导入生词教学。
外研社英语NSE八年级下册模块教案
外研社英语N S E八年级下册模块教案集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]New Standard English 8BModule 10 My perfect holiday嘉兴实验初级中学陈蔚娟一.教材内容分析本模块话题相对分散，主要是谈论假或想象的话题。
语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would/wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。
教学中应结合学生实际情况，调整教学内容，合理设置课时。
适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。
二、学情分析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。
wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
三．教学目标3．学习策略目标了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。
同时让了解其他国家风景，增加学生的背景知识。
培养学生具有一定的责任意识和关爱他人之心。
5．情感态度目标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。
四．重点难点1.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。
2．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。
新外研版英语八年级下册《module 10 my perfect holiday》优秀教案一(重点资料).doc
Key structures:would/wouldn’t do sth
教学方法
PWP Communicative
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Step 1 Revision and check the homework
1. Revise the use of“so…that…”. Make sentences while looking at the pictures.
Play a game:“Who said the sentence?”
Try to find out who said these sentences.
通过一个小游戏帮助学生对对话中包含有”would”的句子初步了解.以达到大致了解对话主要内容的目的.
Ask some students to read the dialogue.
Let’s have a look at two students-Zheng Chengyu and Sima Yige, what about their home alone?
1. Students scan the passage, help them find out the best summary of this passage.
2. Present the homework of students.“If you are a teacher…”
Show their homework by OHP, have the student present at the front of the class.
设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。
外研版英语八年级下册(新)《Module 10 On the radio Unit 2》教学设计
外研版英语八年级下册（新）《Module 10 On the radio Unit 2》教学设计一. 教材分析《Module 10 On the radio Unit 2》主要介绍了关于广播节目的一些内容。
通过本节课的学习，学生能够了解不同广播节目的类型及特点，提高听力技巧，同时能够运用所学知识进行简单的口语交流。
教材内容丰富，贴近生活，能够激发学生的学习兴趣。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生在口语表达方面仍存在困难，听力水平有待提高。
此外，学生对广播节目的了解相对较少，需要在教学中进行引导和拓展。
三. 教学目标1.知识目标：–能够掌握表示广播节目类型的词汇如：news, music, story, joke等。
–能够理解并运用目标句型“What is your favorite radio program?”, “I like … because …”进行交流。
2.能力目标：–提高学生的听力水平，能够听懂并理解不同类型的广播节目。
–提高学生的口语表达能力，能够运用所学知识进行日常交流。
3.情感目标：–培养学生对英语学习的兴趣，增强自信心。
–培养学生热爱生活，关注社会，拓宽视野。
四. 教学重难点•掌握表示广播节目类型的词汇。
•能够运用目标句型进行口语交流。
•提高听力水平，理解不同类型的广播节目。
•运用所学知识进行日常交流。
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。
2.交际式教学法：创设真实情境，培养学生运用英语进行交际的能力。
3.听力教学法：采用多种听力练习方式，提高学生的听力水平。
六. 教学准备1.教材：《Module 10 On the radio Unit 2》相关内容。
2.教学多媒体课件。
3.录音机、磁带或音频文件。
4.练习题及答案。
七. 教学过程1.导入（5分钟）利用图片或实物的形式，引导学生谈论他们喜欢的广播节目。
2020-2021学年外研版八年级下册英语-Module10辅导教案
举例：教师可以通过讲解、举例、练习等多种方式，帮助学生理解和运用一般现在时态。
2.教学难点
（1）词汇：学生可能难以记住一些较为生僻的爱好词汇，如coin collecting、stamp collecting等。
解决方法：教师可以通过制作单词卡片、设计词汇游戏等方法，帮助学生巩固记忆。
首先，学生们在用一般现在时描述爱好时，仍然存在一些困难。特别是在主谓一致方面，部分学生容易犯错。这说明我在讲解语法知识时，需要更加细致和具体，让学生通过更多实例来加深理解。
其次，在小组讨论过程中，我发现有些学生不够积极主动，依赖其他成员发言。为了提高他们的参与度，我打算在下次课堂上增加一些互动环节，鼓励每个学生都勇于表达自己的观点。
2020-2021学年外研版八年级下册英语-Module10辅导教案
一、教学内容
2020-2021学年外研版八年级下册英语-Module 10辅导教案，本章节主要围绕“Hobbies”主题展开。教学内容包括：
1. Unit 1: What's your hobby?
-词汇：hobby, coin collecting, stamp collecting, photography, painting, playing the guitar等；
2.思维品质：通过分析不同爱好对个人成长的影响，培养学生批判性思维和逻辑推理能力，激发他们思考如何合理安排自己的业余时间。
3.文化意识：通过了解不同国家的文化差异及对应的爱好，增强学生的跨文化意识，尊重并欣赏多元文化。
4.学习能力：通过阅读理解和写作练习，培养学生独立获取信息、整理思路和表达观点的能力，激发他们的学习兴趣，提高自主学习能力。
外研版八年级英语下册说课稿 Module10 My perfect holiday
外研版八年级英语下册说课稿Module10 My
perfect holiday
说课稿
Module10 Myperfectholiday
题材内容
本模块以“我的理想假日”为话题，借此让学生描述自己的理想假日。
通过本模块的学习，学生进一步学习状语从句的用法，并使用would+v.的结构来谈论imaginarysituation。
为学生提供了充足的语言实际运用的机会。
学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。
语法难点仍是状语从句。
教学中教师应随时随地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。
教学目标语言知识：
语音能够准确掌握句子的升降调。
词汇
perfect,board,flight,gate,silly,outdoor,business,empty,stomach,burn,enough,everyth ing,college,living,simple,properly,manage
词组so…that…,not…atall,seeoff
语法能使用would谈论假设状况；能使用although,but,so…that引导的状语从句。
功能能够谈论imaginarysituation。
话题以“我的理想假日”为话题。
八年级下册外研版Module-10-Unit-2教案设计(含反思)
c) In a book on how radio works.
First read the passage fast and answer.
Keys:
c)
通过让学生快速阅读来了解文章的主旨大意和每段的主要内容。
温馨提示：
此套题为Word版，请按住Ctrl,滑动鼠标滚轴，调节合适的观看比例，答案解析附后。关闭Word文档返回原板块。
Unit 2 It seemed that they were speaking to me in person.
课 题
Module 10On the radio
第二
课时
Unit 2 It seemed that they were speaking to me in person.
小组合作探究,共同完成学习任务,培养他们自主学习的能力。
通过小老师讲解语言点,让学生更有兴趣,进一步理解课文内容。
Step 8
Writing
Look at the sentences from the passage. (Activity 5)
Try to write a passage describing an important event in the past and giving background information.
1. Sum up the language points:
(1)New words:
seem, listener. . .
(2)Phrases:
look down; in person. . .
Sentences:
外研版初中英语八年级下册教案：Module10 My perfect holiday
Unit 10 My perfect holiday一、教学内容：本模块以假日活动为话题,讲了度假的不同交通方式。
通过听力、对话和阅读材料的学习介绍了would和状语从句。
本模块讲到了自己一个人在家时自己是怎么样的，这与学生自身经历相关，引发了一系列的问题，日常的生存技能，如独立生活能力。
使学生认识到提高独立生活能力，掌握基本生存技能的重要性。
二、教学目标1、语言技能目标：听：能听懂would和状语从句表达的意义。
说：能用would和状语从句表达自己想象中的事或表达相应的句子。
读：能读懂阅读文章，理解语篇主旨和细节。
写：根据本模块的主旨，写短文，关于自己已拥有的生存技能，并且想象自己以后应该怎么做。
2、语言知识目标：（1）正确运用would表达自己想象中要做的事，学会so that引导的表示结果程度的状语从句，以及although引导的让步状语从句。
（2）能够理解下列单词、词组。
如stay in touch ,see sb off, be made of 等。
（3）能够正确运用本模块中出现的基本词组以及短语。
3、情感态度目标（1）通过对此课文的理解，让学生知道掌握基本生存技能的重要性。
以及适当做家务，减轻家长负担的必要性，达到两方的双赢。
（2）教育学生当今社会拥有优秀的成绩固然重要，但是更要懂得如何独立生活，做一个全方面发展的学生。
`4、学习策略目标：1）自主学习：结合个人的情况预习教材和拓展。
2）合作学习：能够与同学交流学习心得体会，共享学习策略。
3）通过合作讨论、游戏、竞赛等多种活动形式，体现了用中学，学而能用的原则。
4）话题贴近学生，并且有让学生发挥想象的空间，提高他们的发散思维能力。
三、教学重点与难点教学重点：would表“想象”以及状语从句。
教学难点：状语从句。
四、教学方式：1、利用多媒体，让学生在生动、形象的画面中感受语言，发挥想象。
在合作学习游戏、竞赛等活动中巩固要点。
2、整合教材，对教材内容进行适当的删减，调序，补充。
外研社版初中英语八年级下Module10Myperfectholiday教案教学设计
外研社版初中英语八年级下Module10Myperfectholiday教案教学设计New Standard English 8BModule 10 My perfect holiday一.教材内容分析本模块话题相对分散，主要是谈论假或想象的话题。
语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would /wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。
教学中应结合学生实际情况，调整教学内容，合理设置课时。
适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。
二、学情分析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。
2.would/wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。
三．教学目标了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。
同时让了解其他国家风景，增加学生的背景知识。
培养学生具有一定的责任意识和关爱他人之心。
5．情感态度目标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。
四．重点难点1.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。
2．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。
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.。
外研版英语八下《 Module 10 Unit 2》教学设计
外研版英语八下《 Module 10 Unit 2》教学设计一. 教材分析外研版英语八下《Module 10 Unit 2》的主题是关于环境保护，通过学习本单元，学生将了解到日常生活中的一些环保行为和观念。
教材内容包含了大量的环保词汇和表达，如recycling、waste、conservation、carbon footprint等，以及一些实用的交际用语，如How can we reduce our carbon footprint?、We should take real actions to protect our environment.等。
此外，本单元还包括一个阅读材料，介绍了英国的一个环保村庄。
通过学习本单元，学生将能够提高自己的环保意识，增强自己的环保行动力。
二. 学情分析学生在学习本单元前，已经掌握了大量的英语词汇和语法知识，具备了一定的听说读写能力。
但是，学生在环保方面的知识储备有限，可能对一些环保词汇和表达感到陌生。
此外，学生的学习兴趣和动机对英语学习起到了关键的作用，因此，在教学过程中，教师需要激发学生的学习兴趣，调动学生的学习积极性。
三. 教学目标1.知识目标：学生能够掌握本单元的重点词汇和表达，如recycling、waste、conservation、carbon footprint等，并能运用这些词汇和表达进行日常交际。
2.能力目标：学生能够听懂、说清、读懂、写出一个关于环境保护的短文。
3.情感目标：学生能够提高自己的环保意识，增强自己的环保行动力。
四. 教学重难点1.重点：本单元的重点词汇和表达，如recycling、waste、conservation、carbon footprint等。
2.难点：如何引导学生运用所学知识进行日常交际，如何激发学生的环保意识。
五. 教学方法1.任务型教学法：通过设定各种环保相关的任务，让学生在完成任务的过程中，自然而然地学习和运用所学知识。
新外研版八年级英语下册Module10Ontheradio【一等奖教案】新版外研版2
新外研版八年级英语下册Module10Ontheradio【一等奖教案】新版外研版2Module 10 On the radio【教材分析】Module 10的主要内容以广播为话题, 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。
语法重点是宾语从句的时态。
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。
Unit 1 I hope that you can join us one day.【教学目标】●Knowledge objective1. Words: director, avoid, background, national, international, presenter, interview2. Expressions: on air, show sb. around, keep doing sth, do interviews with3. Grammar: the tense of the object clause●Ability objective能听懂和阅读关于介绍广播电台的语言材料，能从课文中明白如何实现理想，实现人生的价值；能编写有关广播的对话。
●Moral objective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。
【教学重点】The tense of the object clauses.【教学难点】1. The tense of the object clauses.2. The use of “on air, avoid doing sth. and do an interview with sb.”.【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 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to Step 2 Leading-in Ss look the pictures and answer the questions. say as soon as possible.Step 3 Listening1. Listen Part 1 and check the types of news you hear.2. Listen again and complete the sentences.3. Listen to Part 3 and answer the following questions.1) What should we avoid doing in the background?2) Do they collect the lasted national and international news in the newsroom?Step 4 Reading1. Now complete the notes.2. Find out the object clauses in the dialogue.Step 5 Everyday EnglishLet Ss say the everyday English that they have learnt in the passage.Step 6 Language points1. I’m the news director at Radio Beijing.director “导演，主管，经理”。
Module10Unit2(教案)-2022-2023学年八年级下册英语(外研版)
其次，实践活动中的分组讨论和角色扮演活动，使学生们在实际语境中运用所学知识，提高了他们的语言表达能力。然而，我也注意到部分学生在讨论过程中仍显得有些拘谨，可能是因为他们对词汇和句型的掌握还不够熟练。在接下来的教学中，我会加强词汇和句型的练习，提高学生们的自信心。
1.讨论主题：学生将围绕“时间变化在实际生活中的应用”这一主题展开讨论，分享自己对生活中变化的观察和感受。
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果，这些成果将记录在黑板上或投影仪上，以便全班交流。
2.通过听力、阅读练习，理解文章中关于时间变化带来的影响；
3.运用一般过去时和一般现在时描述过去和现在的变化；
4.学习并运用目标词汇：change，used to，now，grow，bigger，stronger，older；
5.学习并运用目标句型：How has...changed?，What e to be like?，What is...like now?；
（3）时态运用：一般过去时和一般现在时。要求学生能够正确区分并运用这两种时态描述过去和现在的变化。
举例：
-学生需要能正确表达“我小时候很矮，现在我长高了。”（I used to be short, but now I have grown taller.）
- 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)。
Module 10 On the radio【教材分析】Module 10的主要内容以广播为话题, 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。
语法重点是宾语从句的时态。
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。
Unit 1 I hope that you can join us one day.【教学目标】●Knowledge objective1. Words: director, avoid, background, national, international, presenter, interview2. Expressions: on air, show sb. around, keep doing sth, do interviews with3. Grammar: the tense of the object clause●Ability objective能听懂和阅读关于介绍广播电台的语言材料，能从课文中明白如何实现理想，实现人生的价值；能编写有关广播的对话。
●Moral objective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。
【教学重点】The tense of the object clauses.【教学难点】1. The tense of the object clauses.2. The use of “on air, avoid doing sth. and do an interview with sb.”.【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 Consolidate new wordsLook and say. The teachers shows the pictures of new words and let the students to Step 2 Leading-inSs look the pictures and answer the questions. say as soon as possible.Step 3 Listening1. Listen Part 1 and check the types of news you hear.2. Listen again and complete the sentences.3. Listen to Part 3 and answer the following questions.1) What should we avoid doing in the background?2) Do they collect the lasted national and international news in the newsroom?Step 4 Reading1. Now complete the notes.2. Find out the object clauses in the dialogue.Step 5 Everyday EnglishLet Ss say the everyday English that they have learnt in the passage.Step 6 Language points1. I’m the news director at Radio Beijing.director “导演，主管，经理”。
是名词。
动词为direct。
2. When it’s on, it means we’re on air.on air, “（广播或电视）播出，正在广播”。
e.g. We will be on air in about five minutes. 我们将在大约五分钟后开始广播。
3. Thank you for showing us around.show “引领，带领”。
show sb. around, “带某人参观，给某人做向导”。
e.g. Shall I show you around the factory? 我带你去参观工厂, 好吗?4. And we should avoid making any noise in the background!avoid“避免，防止”avoid + doing sth. “避免做某事”e.g. Please try to avoid making the same mistake next time.下次请尽量避免犯同样的错误。
5. So keep studying, and I hope that you can join us one day.keep doing sth. 表示“坚持做某事”。
e.g. Keep climbing until you get to the top of the mountain.6. And it is where we do interviews with the big sports stars.interview 采访，访谈”。
是可数名词。
do an interview with sb. “采访某人”give an interview to… “接受……的采访”e.g. I want to do interviews with the headmaster at school next month.Step 7 Complete the sentences with the words in the box1.Read the sentences carefully. Then use the words to fill in the blanks.2.Draw the answers from Ss one by one.Step 8 Listening and say1.Read and predict how the speaker is likely to pronounce the.2.Now listen and check.3.Say the expressions in Activity 5 aloud.Step 9 Acting1.Work in pairs. Ask and answer questions about the radio.●What do you like listening to?●What do you not like listening to?●What programme did you listen to the last time you turned on the radio?●What do you need to do if you want to be a presenter?2.Now work with other pairs. Find out who has the same answers.Step 10 Grammar在前两个模块中，我们学习了三种宾语从句。
除了我们讲过的引导词和语序问题，还有一个时态问题。
请同学们观察下面宾语从句的时态特点。
(1) I can hardly believe we are in the city centre.(2) I am sure it will be fantastic to see the city from the top.(3) I did not know who she was.(4) We thought somebody was moving about.(5) Lingling’s uncle said that it was wrong to pull leaves off plants…从上面的句子中我们不难发现，宾语从句的时态和主句的时态是息息相关的。
当主句是现在时态时，从句可以根据实际情况选择不同时态。
当主句是过去时态时，从句一般使用相应的过去时态。
Step 11 Exercises1. He is the famous ______ of Harry Potter.A. directB. directorC. actD. reporter2. The radio is _____, and we can hear the news now.A. in airB. on airC. to airD. by air3. We should _______ eating too much meat in our daily life.A. speakB. showC. hearD. avoid4. -Could I do an ______ with you tomorrow?-Yes, of course.A. interviewB. interviewsC. directorD. directorsKeys: BBDAStep 12 中考链接1. --I don’t know _____.--Because he has to look after his mother. 【2013天津】A.why he is leavingB. why is he leavingC. whether he is leavingD. whether is he leaving2. I didn’t understand _____. So I raised my hand to ask. 【2013巴中】A. what my teacher saysB. what my teacher sayC. what my teacher said3. —Could you tell me ______?—At the end of July. 【2013山东青岛】A. how often he heard from his pen palB. how soon he will be hereC. that he went on vacationD. when you will start your vacation4. —Could you please tell me _______ tomorrow?—At 8 o'clock. 【2013福建福州】A. how will she comeB. where she will goC. what time she will startKeys: ACDCStep 13 Homework根据下面的信息介绍著名主持人何炅，60词左右。