外研版英语八年级上册Module10复习教案
外研版八年级英语上册教案 M10U2 第一课时
2.Final task: presentation
(1)Play videos of Beijing
and Zhangjiakou.
(2)Guide the Ss to work in
groups of four and give a presentation: giving advice on visiting Beijing or Zhangjiakou.
1.Do you like travelling?
A.YesB.No
2. Do youtraveleveryyear?
A. Yes. B. No.
3.Where do you like to travel?
A.The USB.England
4.Will you make a plan before travelling?
4.Watch the flash and imitate the pronunciation and intonation.
Read together.
通过跳读，扫读和细读设置不同的任务，环环相扣，能准确找出问题的正确答案，培养学生快读阅读获取文章信息的能力，全面了解文章内容
能根据文本回答相应段落的问题，完成表格并进行深入思考。
3.根据阅读语篇任务所构建的篇章结构，在老师的引领下，学生能对文章进行大体复述，以及写文章就游览某地给出建议。。
教材
分析
第10模块的主题为天气，而第2单元是以天气为主线，介绍了去美国旅游的最佳时间及原因。课文从实际出发，选取了美国几个比较有名的旅游胜地，如纽约、新西兰、西雅图等，介绍了不同地方适宜旅游的时间，并给出了相应的建议，实用性很强。Unit3的语篇类型为书面语篇（综合练习与拓展阅读），其功能是复习与运用前两个单元所学的内容，同时在丰富的情境中强化模块重点语法---天气的表达，正确运用可能性的单词和句型。
外研英语八年级上教案 Module 10全模块
外研英语八年级上Module 10 Lao She's Teahouse全模块教案Ⅱ. Teaching materials analyzing 教材分析本单元以Lao She’s Teahouse为话题，设计了三个部分的内容。
旨在通过单元教学使学生学会谈论自己生活中的事情；了解老舍和他的著作《茶馆》；学会表述计划、希望与建议；能找出文章的小标题；能用所学的知识写一段话，描述一部电影或戏剧，并出演其某些场景。
III．Class types and periods 课型设计与课时分配Period 1 Listening and speaking (Unit 1)Period 2 Reading and writing （Unit 2)Period 3 Language in use (Unit 3)Ⅳ. Teaching plans for each period分课时教案Period 1 Listening and speakingTarget language 目标语言1. Words & phrases生词和短语main, interest, offer, agree, almost, impossible, special, teahouse, whisper2. Key sentences重点句子How was it?Did you have a good time?So my parents offered to take us there.Not especially, but I wanted to see the teahouse, so my parents agreed to take us.I tried to understand it, but it was almost impossible.We only planned have some tea, but we decided to stay for two hours.I hope to understand more next time.Ability goals 能力目标Enable students to listen to and talk about events in daily life.Teaching important/difficult points 教学重难点Introduce some verbs that must followed by infinitives.Teaching method教学方法Task-based activities.Teaching aids教具准备A projector or some pictures, a tape recorderTeaching procedures and ways教学过程与方式Step I Lead-inIn this procedure, give students a brief introduction of Teahouse and Beijing Opera. Ask students to do pair work to guess where and why Lingling and Sally went.T: Hello. Boys and girls. Nice to see you again.S: Nice to see you.T: In Module 5 we learned many different types of music. Do you still remember them?What are they?S: Jazz, pop, classical, rock…T: Which type of music is China famous for?S: Beijing Opera.T: Yes, many people like to listen to Beijing Opera. Some foreigners also like it. We can listen to Beijing Opera in big theatres, but we can also listen to it in a teahouse. Write the word teahouse on the blackboard and explain it to the students.T: What does teahouse mean? It is formed by tea and house.Help students guess the meaning of teahouse and Lao She’s Teahouse. Ask students to guess where Lingling and Sally went, and why.T: Lingling and Sally went out last night. Where did they go? Why? Let’s look at the pictures and the title. Let’s guess. Work in pairs.Sample conversation:S1: Where did they go?S2: They went to Lao She’s Teahouse.S1: Why did they go there?S2: Because Sally wanted to listen to Beijing Opera.Step II Listening and pair workIn this procedure, students will listen to events. Ask them to listen to the conversation and number the sentences.T: Two children want to go to Lao She’s Teahouse. Let’s listen to the tape and number the sentences. Pay attention to Would you like…and I’d like…? Then do pair work to practice this pattern.Play the tape and ask the students to listen carefully.T: Now, let’s exchange your answers with your deskmates and check the answers.Play the tape again and go through answers with the students. Then ask some pairs to make up a conversation with Would you like…and I’d like…? They can use any words. Sample conversation:S1: Would you like to go skating with me?S2: All right. I’d like to.Step III Listening and readingIn this procedure, students will listen to and read a dialogue, then they will answer some questions and do some exercises to further understand the dialogue. At the same time, they will learn some new words and expressions, especially some verbs followed by infinitives.1. Present the new words main, interest, offer, agree, almost, impossible. Stress these words when talking to the students.T: OK. Lingling and Sally went to Lao She’s Teahouse last night. Let me tell you something about my friend Sally. Sally likes traveling, but her main interest is music.So Lingling’s parents offered to take them to the teahouse. They can drink tea and see opera there. Lingling wanted to see the teahouse, so her parents agreed to take them. Sally found it almost impossible to understand Beijing Opera.Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat.2. Ask students to listen to the tape recorder and answer the questions.T: Some students are talking about Teahouse, Beijng opera and Lao She. Let’s listen to the tape recorder and find out what they are talking about. Books closed.After listening one or two times, ask students to do activity 4: work in pairs, ask and answers questions in pairs.Sample conversation:S1: What does Sally like to do?S2: He likes to listen to music.S1: Why did Sally want to go to Lao She’s teahouse？S2: Because she wanted to see some Beijing Opera.…Ask students to listen again and check answers with each other.Step IV DiscussionIn this procedure, practice some words and expressions in activity 6 by having a discussion.T: We have known that Sally likes music and wanted to see some Beijing Opera. You must want to know something more about their visit to Lao She’s Teahouse. Now le t’s look at activity 7. Imagine you are a reporter, you’ll ask your friend some questions. You must use the new words in the box. Work in pairs!Sample conversation:S1: Did they plan to stay for two hours?S2: They only planned to have some tea, but they decided to stay for two hours.S1: What is Lao She most famous for?S2: He is especially famous for his play, Teahouse.…Ask some pairs to act out the dialogues in front of the class.Step V A GameIn this procedure, do a game to help students find pairs of sentences which have the same meaning. Help them understand the meaning of each sentence and what the direct speech sentence stands for.Hand some cards with the sentences of activity 2 to some students.T: Now let’s play a game called Find Your Friend. A student will read one sentence in activity 5. Those six students who got my cards must check your sentences. If your sentence has the same meaning with it, you must stand up and read it. If you can’t find it, you may lose the game.Sample conversation:S1: She offered to take us there.S2: Would you like us to take you to Lao She’s Teahouse?S3: They planned to stay for some tea.S4: We are only going to stay for some tea.S5: They decided to stay longer.S6: Let’s stay longer. OK.…In the end, help students find the rule: each verb in these sentences is followed by infinitive. Ask the students to remember this rule and these verbs.Step VI Pronunciation and speakingIn this procedure, revise the pattern in this unit and make sure students pronounce the sentences properly. Encourage them to use “verbs+to do”.T: Today, we have learned something about Lao She’s Teahouse and some special verbs that are followed by infinitives. You’ll listen to some sentences, please repeat after the recording.Play the tape recorder twice. Give students a few minutes to read the sentences by themselves. Then ask them to work in groups of four. Every student must make up a sentence according to activity 8.Sample sentences:S1: I have decided to go fishing next week.S2:They offered to buy a present for me.S3: My hope is to be a scientist one day.S4: My parents agreed to take me to the park on Saturday.Check some groups. Then ask the students to complete activity 9, using their answers. Ask one student to report his events.Sample version:I wanted to watch TV tonight. My parents offered to buy me a computer. They agree to take me to listen to a concert. I hoped to be an artist one day.Step VII Homework:1. Ask the students to learn the new words and expressions in this unit.2. Ask the students to finish exercise on P124 in the workbook.教学反思：Unit 1谈论日常行为，复习表示“邀请”的日常用语，引入关于老舍茶馆的对话；学习带不定式做宾语的动词的用法。
外研版英语八年级上册Module 10第一课时教案与反思
第一课时Unit 1 It might snow. 知人者智，自知者明。
《老子》棋辰学校陈慧兰重点单词cloud n. 云；云雾shower n. 阵雨snow n. 雪v. 下雪storm n．暴风雨cloudy adj. 多云的rainy adj. 多雨的；下雨的snowy adj. 多雪的；下雪的sunny adj. 晴朗的windy adj. 多风的；刮大风的skate v. 滑冰thick adj. 厚的ice n. 冰joke v. 说笑话；开玩笑n. 笑话；玩笑might v．aux. 可能；也许temperature n. 温度minus adj. 负的；零下的degree n. 度；度数although conj. 然而；尽管wet adj. 下雨的；湿的neither adv. (某人或某事物)也不terrible adj. 使人烦恼的；可怕的热，阳光灿烂。
e on, better get going！快点，最好现在走！教学难点学生能够对照天气示意图，听懂天气预报；能够谈论和描述天气根据句意及音标提示写出单词及其汉语意思。
1．The ground was covered over with thick/θIk/ snow. 厚的2．He livened up the party by tellinga joke/dʒəʊk/. 笑话；玩笑3．They are generous although/ɔːl'ðəʊ/ they are poor. 然而；尽管4．You are probably/'prɒbəbli/ right. 或许；可能5．I've just have a terrible/'terəbl/ thought. 使人烦恼的；可怕的环节1 新课导入T：Hello, boys and girls.There is no dark cloud in the sky, so it is a sunny day, right?S1: Yes.T：Can you tell me some words about weather?Ss: Sunny, windy, snowy, rainy...设计意图：通过师生之间有关天气的对话，自然地过渡到本单元的主题上，有助于学生做好迎接新的心理准备。
Module10语法课学历案-2023-2024学年外研版八年级英语上册
八上Module10 语法课学习主题模块语法：情态动词may/might表示“可能”课型语法课课时 1 设计者课标要求课标摘录：1.初步意识到语言使用中的语法知识是“形式—意义—使用”的统一体，明确学习语法的目的是在语境中运用语法知识理解和表达意义；3.在口语和书面语篇中理解、体会所学语法的形式和表意功能；4.在语境中运用所学语法知识进行描述、叙述和说明等。
课标分解:学什么：情态动词may/might怎么学：讲练结合学到什么程度：说出情态动词的形式、意义、功能并能正确运用。
教材分析What: 本模块的两篇文本主要讲述天气，借助对话场景轻松导入谈论天气的习惯和表示可能性的词汇和句型Why:通过本课学习握好有关天气的习惯表达方式，有助于学生更好的与他人交流，增进感情。
帮助学生了解世界各地的天气情况。
How:本课语篇是由贝蒂和玲玲要去话滑冰引出了谈论天气的对话，通过这样一个常见的场景轻松地导入了谈论天气的习惯表达和表示可能性的词汇和句型。
涉及描述天气的词汇cloud,shower,snow等，以及核心语言”what’s the weather like?”what’s the temperature?”引导学生在特定语境下正确运用词汇和句型，使语法知识的学习融入生活实践，培养用语言做事情的能力。
学习目标通过本课时学习，学生能够：1.准确说出情态动词的形式、意义以及功能；2.准确运用情态动词完成相关练习。
评估任务与评估标准评估任务评估标准通过文章中含有情态动词的句子，初步理解情态动词的含义（对应目标一）能正确翻译课文中的句子，初步理解情态动词所表达的意义能记住情态动词的概念，意义和功能（对应目标一）说出情态动词的形式、意义以及功能完成各类针对性的练习（对应目标二）能准确做出练习并根据题目的语境讲出做题的理由和根据。
学习重难点情态动词的形式、意义及功能学习以及运用学习过程课前预习Observe the following sentences carefully and pay attention to thewords in red.1. It might snow.2. It’s probably sunny and hot there.3. Bring a map because you may want to travel around.4. When it is cold, it might be safe to skate on lakes, but be verycareful!5. Although it may feel cold, it might not be safe.6. It’ll probably be cold tomorrow.7. Take your swimming clothes because you might want to goswimming in the sea.8. In Alaska, the days are long and warm in summer, but may becool in the evening.9. You might need a sweater in the evening.评价任务评价标准学习效果正确翻译句子，感知情态动词表可能的用法正确翻译全部句子A 正确翻译句子6-8个句子B 正确翻译6个句子C课中学习任务一：情态动词概念任务二：学习现在情态动词表“可能”（1）may/might 用法1. When you are travelling, bring a map because it _____ helpyou.A. can’tB. mustn’tC. used toD. may2. —_____ I take photos here?—No, you mustn’t. Don’t you see the sign “NO PHOTOS”?A. WouldB. MayC. Must3. —Are you going to the cinema tonight?—I don’t know. I _____ go or I _____ stay at home.A. will; willB. must; mustC. should; shouldD. might; might（2）probably表可能的用法（3）其他表示可能的句型It _____ be cold and wet in Hong Kong in January.Mary will _______ go to New York in the autumn.It will _________ rain tomorrow, so I will stay at home andread a book.You ____________ need to take a scarf with you. It is cold.It ______ rain later, so take an umbrella with you.It will __________ be sunny in Haikou tomorrow.中考链接(1)(2021·黑龙江中考改编)We_____ have a graduation ceremony next week, but I'm not sure.A. mustB. needC. mightD.can(2)(天津中考)I _____ be late , so don't wait for me to startthe meeting .A. mustn‘tB. needn'tC. needD. may评价任务评价标准学习效果理解记忆情态动词表“可能”在老师的指导下归纳出现在完成时的要点，习题准确。
初中八年级英语上册外研版Module 10 The weather 教案
Module 10 The weather一、学习目标:A. 单词和短语：cloud, shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke, might, temperature, minus, degree, although, wet, terrible, wish, probably, come on, mile, northwest, umbrella, southeast, from time to timeB. 交际用语：1. You’re joking!2. Sounds great!3. Come on!4. When is the best time to visit your country?5. What clothes should she bring?6. What’s the temperature?7. Where are you going?8. It’ll probably be cold tomorrow.9. It might be rainy.10. It’s probably sunny and hot there.11. Bring a map because you may want to travel around.二、教学目标1. Function: Describing the weather.2. Structure: may, might, probably (for possibility)3. Skills:1) Listening and understanding familiar topics (weather).2) Giving weather forecast based on clues; predicting about future weatherusing probably.3) Reading and finding specific information.4) Writing a short passage about the best time to visit your town, usingbecause, so and but.4. Around the world: The wettest place5. Task: Preparing some advice on the best time to visit China三、重点及难点:1. Describing the weather.2. Grammar: The using of may, might, probably (for possibility)四、教学设计:Unit 1 It might snow.ⅠTeaching modelListening and speakingⅡTeaching methodInteractive approachⅢTeaching aims1. To understand conversations about the weather;2. To get specific information from the listening material;3. To talk about possibilitiesⅣTeaching Objectives1. Key vocabulary: cloud, shower, snow, storm, cloudy, rainy, snowy, sunny,windy, skate, thick, ice, joke, might, temperature, minus,degree, although, wet, terrible, wish, probably, come on2. Key structures: may, might, probably (for possibility)3. Key sentences:1) —What’s th e temperature?—It’s between minus five and minus two degrees!2) —What’s the weather like in …? = How is the weather in …?—It’s snowy (cloudy, rainy, sunny, windy ...).3) … although this year it snowed a lot.4) Come on, better get going!5) It’s probably sunny and hot there.It’ll probably be cold tomorrow.ⅤTeaching aidsTape recorder, OHP, videoⅥTeaching StepsStep 1 Warming upWeather report:1) Show some pictures of the weather.2) Ask and answer: What's the weather like in …?Step 2 Work in pairs.1. Show some pictures of the weather. Ask the students to talk about theweather.2. Introduce the new words.1) sun n.太阳→ sunny adj.晴朗的2) rain n.雨→ rainy adj. 多雨的；下雨的3) cloud n.云→ cloudy adj. 多云的4) snow n.雪；v. 下雪→ snowy adj.多雪的；下雪的5) wind n.风→ windy adj.多风的；刮大风的6) storm n. 暴风雨→ stormy adj.有暴风雨的7) shower n. 阵雨；→ showery adj.有雷阵雨的3. Learn the new words.4. Read the new words.5.及时练：根据句子意思，用适当的单词填空。
外研版英语八年级上册Module10复习教案
学生掌握情况知识反馈：
领
导
审
阅
自我评价：
be different from
pay cept (主动)接受
receive收到，得到
Eg：She received a present, but she didn’t accept it.
6. do some cleaning打扫卫生(这是一个由do+some+doing构成的短语)
You needn’t go there yourself .
Need I help you do the housework .
(2) need开头的一般问句的肯定回答用must，否定回答用needn’t .
--Need I do anything for you ?
--Yes , you must .
注意：只有当主语是普通名词时才能够用倒装句，如果是代词则不能。Eg：Here you are.
2. what a surprise!真惊讶啊!
to one’s surprise :令sb惊奇的是
此句是感叹句，用来表达赞美、惊叹、喜悦等感情，同样用how也可引导感叹句。结构如下：
what +(a\an)+adj.+n.(+主语+谓语)!
(2)表示许可，意为“可以”
You can use my pen .
Can I come in ?
2.情态动词must的用法
Must表示主观义务，意为“必须”，其否定形式是mustn’t意为“不要，不准”。
We must get there before five o’clock .
You mustn’t break the rules .
外研版八年级英语上册《Module 10 The Weather》教学设计
外研版八年级英语上册《Module 10 The Weather》教学设计一. 教材分析《Module 10 The Weather》主要讲述了关于天气的话题，包括不同国家的天气状况、天气词汇以及如何描述天气。
本模块的核心词汇有weather, climate, sunny, cloudy, rny, windy, hot, cold等。
本节课通过学习这些词汇和句型，让学生能够用英语描述不同国家的天气状况。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的词汇和句子。
但是，对于一些天气词汇和描述天气的句型，学生可能还不太熟悉。
因此，在教学过程中，教师需要注重引导学生掌握这些核心词汇和句型，并能够运用到实际情境中。
三. 教学目标1.知识目标：–学生能够掌握关于天气的核心词汇，如weather, climate, sunny, cloudy, rny, windy, hot, cold等。
–学生能够运用所学的词汇和句型描述不同国家的天气状况。
2.能力目标：–学生能够听懂、会说、会读、会写关于天气的词汇和句型。
–学生能够在实际情境中运用所学的词汇和句型进行交流。
3.情感目标：–学生能够激发对天气话题的兴趣，提高学习英语的积极性。
四. 教学重难点•学生能够掌握关于天气的核心词汇。
•学生能够运用所学的词汇和句型描述不同国家的天气状况。
•学生能够正确运用所学的词汇和句型进行实际交流。
五. 教学方法1.任务型教学法：通过设定不同任务，让学生在实际情境中运用所学的词汇和句型。
2.交际法：引导学生进行小组讨论、角色扮演等交际活动，提高学生的口语表达能力。
3.情境教学法：创设不同国家的天气情境，让学生在情境中学习、运用所学的词汇和句型。
六. 教学准备1.教学课件：制作包含天气词汇和句型的课件，以便于学生学习和复习。
2.练习题：准备一些关于天气的练习题，用于巩固所学知识。
3.教学素材：准备一些关于不同国家天气的图片或视频，用于展示和引导学习。
外研版八年级英语上册M10复习课教案
A．seemsB．feelsC．soundsD．tastes
11．I think it's difficult for himEnglish well．（ ）
A．studiesB．studyingC．to studyD．study
12．一Are you going to Tom's party this weekend？
7．We'd better _________ to Shanghai this summer．（ ）
A．goB．goingC．to goD．not going
8．It rains a lot in spring．It's the _______ season．（ ）
A．rainB．rainyC．rainsD．rained
A．AlthoughB．BecauseC．UnlessD．When
4. Helen has got two brothers, __of them likes chocolate，but she loves it．（ ）
A．NeitherB．NoneC．EachD．Any
5．﹣What are you going to do when you grow up？
一not．I may have to work．（ ）
A．ProbablyB．CertainlyC．EspeciallyD．Properly
13．The weather in Shanghai is different from．（ ）
A．it in BeijingB．that in Beijing
C．that of BeijingD．it of Beijing
外研版八年级英语上册全册教案(教学设计)
教案Module 11 Way of life.Unit 1 In China ,we open agift later.第49、50课时【学习目标】1、（知识与技能）：1. 学习本单元的新词汇及短语，掌握它们的基本含义及用法。
2. 学习理解情态动词can，must ,need,can’t,mustn’t,needn’t的用法。
2、（过程与方法）：通过自主学习和小组合作，能够听懂并描述不同国家生活方式的话题。
3、（情感、态度与价值观）激情投入，阳光展示，了解不同国家的生活方式。
【重点难点】学习重点：Key vocabulary, Key stryctures学习难点：How to enable the students to use new words and infinitives.情态动词can，must,need,c an’t,mustn’t,needn’t的用法。
【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于Module 11 Way of life.Unit2 In England, you usuallydrink tea with milk.第51、52课时【学习目标】1、（知识与技能）：掌握本单元的重点词汇短语、句型。
2、（过程与方法）：通过阅读文章及小组合作，学会理解文章大意和提取细节信息的方法。
3、（情感、态度与价值观）能了解一些英国的传统习俗，在短文中获取有效信息。
让学生了解不同的国家有不同的传统习惯，要尊重文化差异。
【重点难点】学习重点：Key vocabulary, Key stryctures学习难点：How to enable the students to use new words and infinitives.情态动词can，must,need,can’t,mustn’t,needn’t的用法。
【学法指导】课前在熟读单词与短文的基础上认真完成自主学习内容并能把重点单词短语熟记于Module 11 Way of life.Unit 3 Language in use.第53课时【学习目标】1、记住M11的单词和短语,并归纳can , can’t , must , mustn’t , needn’t的用法。
外研版英语八年级上册Module10《Theweather》(Unit2)教学设计
外研版英语八年级上册Module 10《The weather》（Unit 2）教学设计一. 教材分析本课选自外研版英语八年级上册Module 10《The weather》（Unit 2），主要介绍了天气的相关词汇和表达天气状况的句子。
通过本课的学习，学生能够掌握描述天气的词汇，如sunny, cloudy, rny, windy等，以及表达天气状况的句子，如It’s sunny today. How’s the weather today? 同时，本课还涉及到一般现在时的用法。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句子进行交流。
但天气方面的词汇和表达可能对他们来说较为陌生，因此需要在教学中进行适当的引导和操练。
三. 教学目标1.知识目标：学生能够掌握描述天气的词汇，如sunny, cloudy, rny,windy等，以及表达天气状况的句子，如It’s sunny today. How’s the weather today?2.能力目标：学生能够在实际情景中运用所学词汇和句子进行 weather的简单交流。
3.情感目标：培养学生对天气变化的关注，增强学生的生活安全意识。
四. 教学重难点1.重点：描述天气的词汇和表达天气状况的句子。
2.难点：一般现在时的用法。
五. 教学方法采用情境教学法、交际法、任务型教学法和合作学习法等，通过图片、视频、对话等形式，激发学生的学习兴趣，提高学生的参与度和实践能力。
六. 教学准备1.教学课件：制作包含图片、视频、对话等的多媒体课件。
2.教学材料：天气预报视频、天气图片等。
3.教学设备：投影仪、计算机、音响等。
七. 教学过程1.导入（5分钟）利用天气预报视频或图片，引导学生关注天气，激发学生的学习兴趣。
教师提问：What’s the weather like today? 学生回答：It’s sunny/cloudy/rny/windy.2.呈现（10分钟）教师展示描述天气的词汇和表达天气状况的句子，如sunny, cloudy, rny, windy, It’s sunny today, How’s the weather today? 学生跟读并模仿。
外研版八年级英语上册学案：module10theweatherunit1
八年级上册英语讲学稿课题：Module 10 The weatherUnit 1 It might snow.课型：新授(Listening and speaking)计划课时：2 实际课时：主备人：审核人：【学习目标】★知识目标词汇cloud, shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice, joke, might, temperature, minus, degree, although, wet, neither, terrible, wish, probably,短语come on句型And it’s cloudy too, so it might snow.It’s probably sunny a nd hot there.语法may,might表示可能性语音了解语调在表达中的重要作用，同一个句子用不同的语调可表达不同的态度、情感和意义★能力目标（1）能够对照天气示意图，听懂天气预报；(2) 能够谈论描述天气情况；（3）熟读然后背诵对话。
★学习重难点：听懂天气预报、谈论描述天气情况。
★情感目标：培养学习地理知识的愿望我兴趣，通过介绍自己家乡的天气、自然景观、人文景观等情况，培养热爱家乡、热爱祖国的自豪感。
★学法指导与小组其他人合作谈论天气情况。
【学习过程】★课前预习I think I can(我能行)重点单词：（1）在P80找出本单元的新单词并注上音标，以便朗读和背诵。
（2）根据汉语提示写出下列单词1. 厚的____________________2. 薄的_____________3. 冰______________________4. 结冰的___________5. 可能，也许(aux.) __________6. 说笑话，开玩笑；笑话，玩笑______7. 温度_____________________ 8. 负的，零下的__________9. 度，度数_________________ 10. 然而，尽管___________11. 下雨的，湿的____________ 12. （某人或某事物）也不__________13. 使人烦恼的，可怕的______ 14. 但愿，希望__________15. 或许，可能（adv.）_______ 16. 滑冰,溜冰____________（3）根据图示写出常用的与天气有关的名词和形容词图示名词storm形容词showery重点短语：17. 在……和……之间_____________ 18.许多，大量____________19. 也___________________________ 20.快点__________________重点句型：21. Are you coming ________ _________ ? 你要和我一起去吗？22. _______ you _________? It’s _______ _______ today.你在开玩笑吗？今天真的很冷。
外研版八年级英语上册教案 Module 10第五课时
第五课时Unit 3 Language in use观察下列句子的画线部分并总结规律。
1．It's cloudy too, so it might snow.2．Bring a map because you may want to travel around.3．He will probably arrive in Chengdu tonight.4．It_is_possible_that it'll be snowy at night.结论：①表示“可能”的词有很多，而且其表示可能性的大小也不同。
②除常见的情态动词可以表示“可能”外，一些句型和单词也可以表示“可能”。
环节1新课导入邀请三位学生到黑板前写下一句表示“可能”的句子，教师进行点评。
设计意图：帮助学生熟练掌握这几种表示可能性的词和句型，为本课时的学习做好铺垫。
环节2学习活动1－51．让学生用may或probably补充句子，使句意完整，完成活动1的任务。
2．教师点名，学生朗读句子，全班核对答案。
3．学生两人一组，就活动2给出的信息展开对话，完成活动2的任务。
4．教师邀请两组学生进行展示，并给予点评。
5．根据活动3的提示，用may、might或probably完成句子。
6．全班核对答案，然后齐读句子。
7．观察活动4给出的例句，按要求完成句子，全班核对答案。
8．让学生仔细观察活动5的四幅图片，预测听力内容。
9．教师播放活动5的录音，然后让学生补全句子。
10．再听一遍录音，确认答案，然后教师核对答案。
11．学以致用。
(根据汉语意思完成句子)(1)带把伞是个好主意。
It's a good idea to_bring an umbrella.(2)钢琴弹得好对他来说很重要。
It's important for him to_play_the_piano_well.(3)站在河边的那个男人肯定不是史密斯先生，他去英格兰了。
外研版八年级英语上Module 10教学设计
Module 10 The weather Unit 1. It might snow.教学目标：1、语言知识目标：功能：能描述天气情况语法：能够正确运用表示可能性的单词和句型。
词汇：cloud,snow,cloudy,rainy,snowy,sunny,windy,might,temperature,degree,shower,minus.句型：What’s the weather like in Beijing?It’s cloudy.What’s the temperature?It’s between minus eight and minus two degrees.语音：了解语调在口语表达中的重要作用：同一个句子用不同的语调可以表达不同的态度、感情和意义。
2、语言技能和目标：听：能够对照天气示意图，听懂天气预报。
说：能够谈论，描述天气情况。
读：能够读懂描述天气情况的语言材料。
写：能够就游览某地给出建议，并使用because,so,but等说明原因和结论。
运用：能够说出到自己家乡旅游的最佳时间，并陈述理由。
3、学习策略：自学策略：能够理解并归纳表示可能性的单词和句型；掌握谈论天气情况的习惯表达方式。
合作学习策略：能够在同学之间积极运用所学英语就不同天气情况进行表达和交流。
4、文化意识：了解世界各地的天气情况。
5、情感态度：培养学习地理知识的愿望和兴趣。
6、任务：能够就选择最佳时机来中国游玩提出建议。
重点、难点：某地天气以及温度的表达法。
例如：What’s the weather like in Beijing?It’s cloudy.What’s the temperature?It’s between minus eight and minus two degrees.课型：Listening and speaking (听说课)。
教法：Interactive approach, communicative approach (交际法)。
八年级英语上册 Module10 教案+辅教资料外研版
Module 10 The weatherUnit 1Good evening, everyone! Here is the weather report in some cities around the world in twenty hours.In Moscow, the temperature is between minus ten and minus three degrees. You can skate on the thick ice. It will be snowy and windy tomorrow morning and it might snow heavily tomorrow afternoon.Beijing is sunny. It is neither too cold nor too hot. However, the weather will probably be terrible because a big storm is coming in ten hours.The temperature in New York is between 22 degrees and 28 degrees. There is much cloud this evening. There might be a shower. It will still be cloudy or rainy tomorrow morning. But it will be sunny in the afternoon.Sydney is rainy and wet tonight. Everyone wishes it could rain heavily because it is hot and dry for a long time.1. cloud n.云；云雾2. shower n.阵雨【新义：n.& v.淋浴】3. snow n.雪v.下雪4. storm n.暴风雨5. cloudy adj.多云的6. rainy adj.多雨的;下雨的7. snowy adj.多雪的;下雪的8. sunny adj.晴朗的9. windy adj.多风的;刮大风的10. skate v.滑冰11. thick adj.厚的【新义：adj.茂密的；浓密的；黏稠的】12. ice n.冰13. joke v.说笑话;开玩笑n.笑话;玩笑14. might v.aux.可能；也许15. temperature n.温度16. minus adj.负的;零下的【新义：prep. 减；减去】17. degree n.度;度数【新义：n.程度】18. although conj. 然而;尽管19. wet adj.下雨的;湿的20. neither adv.（某人或某事物）也不21. terrible adj.使人烦恼的;可怕的22. wish v.但愿；希望【新义：n.希望；祝愿】23. probably adv.或许;可能1. cloud n.云；云雾→cloudy adj.多云的2. snow n.雪v.下雪→snowy adj.多雪的; 下雪的3. rain n.雨;雨水v.下雨→rainy adj.多雨的;下雨的4. sun n.太阳→sunny adj.晴朗的5. wind n.风→windy adj.多风的;刮大风的6. probable adj.或许;可能→probably adv.或许;可能1. between… and… 在……和……之间2. quite a lot相当多3. as well也4. come on 快点儿5. at least至少1. 而且还是阴天，所以可能会下雪。
外研版英语八年级上册Module10教案
外研版英语八年级上册Module 10教案Module10 The weather一、教学内容：Unit 1 It might snow.二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：cloud,shower, snow, storm, cloudy, rainy, snowy, sunny, windy, skate, thick, ice,joke,might, temperature, minus, degree, although, wet, terrible, wish, probably, comeon.能正确使用下列句型： 1.Are you joking?2.Sounds great!3.Me neither.eon, better get going!5.What’s the temperature?6.It’s probably sunny and hot there.7.Rainyweather is terrible!8.Ilike sunny weather ,and I like snow as well.9.What’s the weather like in America in winter?2、能够听懂谈论天气的谈话并完成相关的听力任务。
4、能用有关天气的名词或形容词、情态动词及询问天气的句型谈论天气。
5、通过对本单元的学习，了解各种气象，培养学生爱护和保护环境良好品德。
教学重难点：能够熟练运用有关天气的名词或形容词及情态动词谈论天气。
四、教学准备：课堂整体运用任务型教学模式，培养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，培养学生的听说技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片、实物和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、实物、课堂练习表格、奖品五、教学过程：教学步骤教师活动学生活动设计意图Step On e Warming -up(3’)Warming-up1.Have the students see a flah:How is the weather?2．Free talk:“What’sthe weather like today?Do you like cold weather?”1.See a flah:How is the weather?2.Free talks about weather.让学生通过看一个关于天气的flash，进行课前热身，从视觉和听觉方面刺激学生思维，活跃了课堂气氛。
外研版八上模块十教案
外研版八上模块十教案模块十《The power of nature》教案。
Unit 1 Natural disasters。
教学目标。
1. 了解自然灾害对人类的影响。
2. 学习描述自然灾害的词汇和表达方式。
3. 提高学生的阅读理解能力和写作能力。
教学重点。
1. 自然灾害的表达和描述。
2. 阅读理解能力的提升。
教学难点。
1. 如何对自然灾害进行描述和表达。
2. 如何提高学生的写作能力。
教学准备。
1. 教师准备PPT和教学素材。
2. 学生准备课本和笔记。
教学过程。
Step 1 Warm-up。
教师可以通过图片或视频展示一些自然灾害的场景，让学生感受到自然灾害的破坏力和影响。
然后让学生谈谈自己对自然灾害的看法和感受。
Step 2 Presentation。
教师通过PPT或板书的方式，向学生介绍一些自然灾害的词汇和表达方式，如earthquake, flood, hurricane, tornado等。
并且通过例句和图片让学生了解这些自然灾害的特点和破坏力。
Step 3 Practice。
教师可以设计一些练习题，让学生通过填空、选择题等方式来巩固自然灾害的词汇和表达方式。
同时，可以让学生分组讨论，用自己的话语来描述一种自然灾害，让学生在实际运用中加深对自然灾害的理解和记忆。
Step 4 Reading。
教师选择一篇关于自然灾害的文章，让学生进行阅读，并且设计一些问题来引导学生对文章进行理解和分析。
同时，教师可以让学生进行小组讨论，分享自己对文章的理解和感想，提高学生的阅读理解能力和表达能力。
Step 5 Writing。
教师可以让学生通过阅读文章和讨论，来写一篇关于自然灾害的作文，让学生在实际写作中提高自己的表达能力和写作能力。
同时，教师可以对学生的作文进行批改和指导，帮助学生提高写作水平。
Step 6 Summary。
教师对本节课的内容进行总结，让学生对自然灾害的表达和描述有一个清晰的认识，同时也对学生的阅读理解能力和写作能力进行总结和提升。
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经验、体验(不可数名词)
9. enjoy doing sth enjoy oneself=have a good\nice time
something interesting有趣的事(当adj.碰到不定代词时，应把adj.放在后面)
Eg：Mike enjoys watching football matches.
15. stay out不回家；待在外面stay at home stay up熬夜
back-to-front前后颠倒，穿反了
Eg：Yesterday he stayed out after 12 o’clock.
It’s rainy day, let’s stay at home.
We’d better not stay up, it is bad for our health.
Must开头的一般疑问句否定回答用needn’t或don’t have to，意为“不必”。
Must I stay here after school ?
No , you needn’t / No , you don’t have to
3.情态动词need用法
(1) need作情态动词，只用于否定句和疑问句中。
Eg：You should help your mother do some cleaning after school.
【拓展】do some washing\cooking\shopping\sewing
7.had better (not) do sth最好(不)做sth
Eg：①We had better take an umbrella.②You’d better not go out in the evening.
Can you tell something different between the two pictures?
10. get to know了解，认识
Eg：Do you get to know my friend Bill?
11. not……but……不是……而是……(but表示转折)
Eg：She wantsto buys not a skirt, but a dress.
2.(山东济南)—Look！A book is on the floor . Whose is it ?
--It be Rick’s . It has his name on it .
A mustn’t B can’t C must D need
3.(重庆)—Mom, must I clean my room now ?
【拓展】not only……but (also)……(表示递进)
Eg：He can speak not Chinese but also English.
12. traditional(adj.)传统的→ tradition(n.)传统
take away拿走(代词只能放在中间，名词放中间和后面均可)
--No , you needn’t .
练习：
1.（黄冈）-- I do the laundry first ?
--No , you . You can do your homework first .
A. Must ; mustn’t B Can ; mustn’t C Must ; needn’t D May ; needn’t
A mustn’t ; can B needn’t ; must C needn’t ; may
5.(广东)-- I swim alone here ?
--I’m sorry . Children swim alone here .
A Must ; can’t B May ; must C Can ; mustn’t D Can’t ; can
--No, you . You can do it tomorrow .
A can’t B needn’t C mustn’t D shouldn’t
4.（福建）-Mum , must I stay there the whole day ?
--No, you .You come back after lunch , if you like .
Eg：You needn’t come to school this afternoon.
---Must I finish my homework today?
---No, you needn’t.
【拓展】need作实义动词时，其后可接to do，也可接doing，表示“需要做sth”
当句子主语是人时，用need to do sth
You needn’t go there yourself .
Need I help you do the housework .
(2) need开头的一般问句的肯定回答用must，否定回答用needn’t .
--Need I do anything for you ?
--Yes , you must .
(2)表示许可，意为“可以”
You can use my pen .
Can I come in ?
2.情态动词must的用法
Must表示主观义务，意为“必须”，其否定形式是mustn’t意为“不要，不准”。
We must get there before five o’clock .
You mustn’t break the rules .
注意：只有当主语是普通名词时才能够用倒装句，如果是代词则不能。Eg：Here you are.
2. what a surprise!真惊讶啊!
to one’s surprise :令sb惊奇的是
此句是感叹句，用来表达赞美、惊叹、喜悦等感情，同样用how也可引导感叹句。结构如下：
what +(a\an)+adj.+n.(+主语+谓语)!
be different from
pay attention to doing sth
5.accept (主动)接受
receive收到，得到
Eg：She received a present, but she didn’t accept it.
6. do some cleaning打扫卫生(这是一个由do+some+doing构成的短语)
13. stop v.停止stop to do sth stop doing sth
n.停靠站bus stop
turn v.转(弯)；变得turn left turn green
n.顺序It is your turn.
14. at a age of =when sb is……years old.在……岁时
《左讲右练》上的综合练习题
学生掌握情况知识反馈：
领
导
审
阅
自我评价：
6. (贵州) You stop when the traffic light turns red .
A can B had better C need D must
7. (湖北)—Shall we take a taxi ?
--No, we . It’s not far from here .
A can’t B mustn’t C shouldn’t D needn’t
how +adj.\adv. (+主语+谓语)!
Eg：①How beautiful the girl is!②What a beautiful girl she is!
3.you needn’t wait.你不必等了。
need在这里用作情态动词，表示“需要”，常用于否定句、疑问句及must引导的一般疑问句的否定回答，其后用动词原形。(needn’t=don’t have to)
He put his sweater on back-to-front.
GRAMMER :情态动词can, must和need用法
1.情态动词can的用法
（1）表示能力，意为“能，会”
I can sing this song in English .
Can you tell me where the museum is ?
Eg：I need to take some exercise every morning.
当句子主语是物时，用need doing sth
Eg：Our classroom needs cleaning everyday.
4. difference(n.)不同之处，
区别→different (adj.)不同的:
2.listen to the text and review the new words then have a dictation:
Step2 presentation
Module 11 Way of life
1.here is your gift.这是你的礼物
这是一句由here引导的倒装句，即here+谓语+主语，此外there也有这样的用法。Eg：There comes the bus.
外研版英语八年级上册教案
课程
Module10the weather
课型
xin
教
学
目
标
1、重点单词短语、句型
2、能正确运用表示天气的词汇，学会猜测can/must/need的用法
重点
句型、语法
难点
句型、语法
教学手段、方法
练习
教具
无
教
学ቤተ መጻሕፍቲ ባይዱ
过
程