八年级英语上册(外研版)教案 Module.7 Unit1(快乐学案

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八年级英语上册 Module 7全模块教案外研版教案

外研英语八年级上Module 7 Feelings and impressions全模块教案I. Teaching goals 教学目标II. Teaching material 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。

外研版八年级英语上册：Module 7 Unit 2 She was thinking about her cat. 学案

Module 7 Unit 2 She was thinking about her cat【第一学时】【学习目标】1．预习新单词和新短语，并记忆和掌握以及运用。

2．通过写作提高写作能力。

3．通过阅读提高阅读能力。

【学习过程】Ⅰ.Skimming.Number the events in the order they happened．a)Alice landed on some dry leaves. ( )b)Alice was sitting by the river with her sister. ( )c)Alice fell down a hole. ( )d) A rabbit ran by. ( )e)Alice ran across the field after the rabbit. ( )Ⅱ.Careful reading.Read paragraph 1 and choose correct answer.1.Was Alice interes ted in her sister’s book?A.Yes, she was. B．No, she wasn’t. C．We don’t know.2．Why didn’t Alice like her sister’s book?A．Because it didn’t have words. B．Because it didn’t have pictures or conversations. C．Because it was boring.3．What colo r were the rabbit’s eyes?A.White B．pink C．black D．redRead paragraph 2 and answer questions.1.Where was the rabbit’s watch before he took it out?2.What did Alice run across after the rabbit?.3.What happened to the rabbit?.Read paragraph 3 and judge the sentences T or F.1.Alice fell down a very deep rabbit hole. ( )2.Alice can see everything clearly in the hole. ( )3.Alice fell down on the rice fields at last. ( )4.It was too dark for her to see anything. (Translate the sentence.).Ⅲ. Retell the storyComplete the story with the correct form of the words in the box.One day Alice was sitting the river with her sister. Her sister was but Alice had to do. Suddenly a rabbit pink eyes past her. Alice felt very when she saw the rabbit a watch out of its pocket. Then Alice ran the field after the rabbit. Finally the rabbit went into a rabbit and Alice followed．But Alice fell down a very deep hole and she on some dry leaves. 【学习拓展】同学们，从小到大，你们一定不少童话故事吧，那么，你最喜欢的童话故事又是哪个呢？请根据提示，写一篇不少于70词的小短文，向我们简单介绍下你最爱的一个故事吧！1.What’s the name of your favo rite story?2.What’s the story about?3.Who are in it?4.When did it happened?5.Why do you like this story?提示词:The bird Jing trying to fill the sea Goldilocks and the three bearsOnce upon a time get lost in the forest hungry Nu Yan e mperor（炎帝）look in the roomPlay with three bowls hot rightGo boating die three chairs biggest bigger small Decide to fill into the sea hurry out of the bed【第二学时】【学习目标】1．学习并记忆新单词和词汇短语，并能够掌握和运用。

外研版英语八年级上册Module7《Afamousstory》(Unit1)说课稿

外研版英语八年级上册Module 7《A famous story》（Unit 1）说课稿一. 教材分析《A famous story》（Unit 1）选自外研版英语八年级上册Module 7。

本节课的主要内容是讲述《狼和小羊》这个脍炙人口的故事，通过这个故事让学生学习一般过去时态的运用，以及不定冠词a和定冠词the的用法。

教材内容丰富，插图生动有趣，让学生在轻松愉快的氛围中学习英语。

二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般过去时态有所了解，但运用起来还不够熟练。

学生在学习过程中，需要通过大量的练习来提高自己的语言运用能力。

此外，学生对不定冠词a和定冠词the的用法也有一定的了解，但需要在实际语境中进一步巩固。

三. 说教学目标1.知识目标：（1）能够听懂、会说、会读《狼和小羊》这个故事的主要内容。

（2）掌握一般过去时态的构成和用法。

（3）掌握不定冠词a和定冠词the的用法。

2.能力目标：（1）能够运用一般过去时态描述过去发生的事情。

（2）能够在适当的情境中运用不定冠词a和定冠词the。

3.情感目标：通过学习《狼和小羊》这个故事，培养学生热爱真理、敢于斗争的品质。

四. 说教学重难点（1）一般过去时态的构成和用法。

（2）不定冠词a和定冠词the的用法。

（3）《狼和小羊》这个故事的主要内容。

（1）一般过去时态在实际语境中的运用。

（2）不定冠词a和定冠词the在具体情境中的运用。

五. 说教学方法与手段本节课采用情境教学法、任务型教学法和交际法进行教学。

通过设置生动有趣的情境，让学生在实际语境中学习英语；利用任务型教学法，引导学生主动参与课堂活动，提高学生的积极性；运用交际法，培养学生的人文素养和跨文化交际能力。

六. 说教学过程通过展示《狼和小羊》的故事插图，引导学生谈论故事中的人物和场景，激发学生的学习兴趣。

2.新课呈现：（1）讲解一般过去时态的构成和用法。

（2）讲解不定冠词a和定冠词the的用法。

外研版英语(新标准)第一册Module7 Unit1 Happy birthday教案

外研版英语(新标准)第一册Module7 Unit1 Happy
birthday教案
本课教授的是外研版英语（新标准）第一册Module7 Unit1 Happy birthday!本模块的话题是Birthday，是学生特别感兴趣、特别快乐的事情。

单词有：happy,birthday,here(here’s),cake。

在生日party上主要的句子有：“Happy birthday!”、“Thank you!”、“Here’s your…”。

三年级学生刚开始接触英语不久，对英语既新鲜又好奇，有着浓厚的学习兴趣，课堂气氛一定会很活泼。

但由于词汇、句子的积累不多，语言运用受到限制，能运用本课所学句子进展对话就相当不错了。

（一）知识目标
1、能听、说、认、读单词：
happy,birthday,here(here’s),cake。

2、能口头运用“Happy birthday!”向朋友祝贺生日，能用“Thank you.”对朋友的祝贺表示感谢。

3、能听懂、会使用“Here’s your…”这个句型。

（二）能力目标
能用所学句子在朋友的生日上进展对话。

（三）情感目标
在日常生活中能大胆开口说英语，同学之间乐于运用英语进展交流；待人接物要注意文明礼貌。

重点：
（1）四个单词的听说认读；
（2）“Happy birthday!” “Thank you.” “Here’s your ”的口头运用。

难点：
（1）“Here’s your….”句型的认读和口头运用。

（2）在庆祝生日的过程中运用所学句子。

外研版八年级英语上册 Module 7 Unit1教案

Module7 A famous story
Unit1 Alice was sitting with her sister by the river.
课型：
Listening and speaking
方法：
Interactive and situational approach
目标：To listen for special information
1本活动在活动1的基础上难度有所增加，要求学生能理解语篇并能将文字内容与图片对应。
2教师鼓励学生能将活1的单词和活2的词语的句子复述出来，培养学生的记忆里。
Step4 Listen and read
1.Ask the Ssif they know about the story ofAlice’s Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they don’t, give a brief introduction to the story.
Why was it running?
教具：video, OHP
教学过程：
教学过程
师生活动
设计意图
Step1﹑Warming–up
1.Show the students some of pictures and photos on the screen.
2. Encourage the Ss to speak out the kinds of movies.
To understand the description of past continuous action

外研社初中英语八年级上 module 7全部学案

听说课Module 7 Feelings and impressionsUnit1 That smells delicious！学习目标:1.知识与技能：能够听懂本单元中表感觉和知觉的系动词（sound，smell，look，taste，feel）所表述的内容并能与图片匹配，掌握句子的系表结构：link verb+ adj.（系动词+形容词）。

2.情感态度：通过学习表达对事物的感觉能够更好地理解别人，从而更懂得关爱别人。

3.学习策略：能够用表感觉和知觉的系动词表达自己的感情，并能简单描述他人的长相、性格及表情。

教学重、难点:1.掌握表感觉和知觉的系动词的句子结构，即：系动词（sound，smell，look，taste，feel）+形容词。

2.能够对食物的味道、人的印象等进行评论。

一．听前说：1.检测课前读词：读单词说汉意。

feeling_____smell_____feel_____quiet_____salty______sour_____tight_____fresh_____cookie______try____lovely______sweater_____ both_____smart_____pretty_____must_____ introduce____ soft_____ 2. 展示新句型（1）请同学描述活动1中的图片内容，导入语法感官动词：feel, look, sound, smell, taste.（2）跟读上述单词。

二、听中说1）听录音并按听到的先后顺序标号。

（Activity 1）2）再听录音，用look，sound，taste，feel and smell完成句子。

These shoes ________ tight.The fish soup_________salty.The man __________ strong.This milk__________ sour.The house __________ quiet.三、听中学1）听录音回答问题。

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。

【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：Module 7 unit 1-教案设计

外研社版本新标准英语八年级上Module 7 A famous storyUnit 1 Alice was sitting with her sisterby the river.课型：Listening and speaking方法：Interactive and situational approach目标：To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actions核心内容：Key vocabulary — fall, follow, hole, groundKey structures — One day, Alice was sitting with her sister by theriver …Why was it running?教学重点：过去进行时的运用教学难点：学生能利用关键词复述故事学时分配：40分钟教学过程：Step 1 Warming-up1.Show some photos to the students to teach the key structure in the unit. For example:T : Look at the photo. Who’s in the photo?Ss: Lu Yongxun.T : Yes, you are right. What was he doing at that time?Ss: He was smiling at his friends.If the students can’t answer the questions, the teacher can lead them to do it and then let the students repeat the sentences.2.Lead students into the story, Alice’s Adventures in Wonderland.3.Teach the characters of the story.(1)Let students say the characters they know in the story.(2)The teacher shows the main characters on the screen, and teaches thenames of them.(3)Make sure the students can say the names correctly.4.Let students see the cover of the book and complete the title of theunit.Step 2 Listening1.Pre-listening(1)Enjoy a short video about a part of the story. Help students to havesome feeling about the beginning of the story.(2)Show four pictures from the video, and make students try to use somesentences to say the pictures. Pay attention to the new words of the unit.2.While-listening(1)Listening 1. Listen and number the pictures.a.Before listening, describe the pictures. The teacher can ask somequestions about the pictures and let students answer them. It can help students understand the pictures more easily.b.Play the recording and ask students to listen for the descriptions andnumber the pictures.c.Check the answers.(2)Listening 2. Listen and answer the questions.①Why was the white rabbit running?Because it was late.②Who did Alice see at last?The Queen of Hearts.a.Before listening, ask students to find out the key words of thequestions.b.Play the recording and ask students to do it individually.c.Choose some students to answer the questions.(3)Listening 3. Listen and complete the table.Alice saw a white rabbit with a watch.It (1)_ran_ past.Alice followed it and (2)_fell_ down a hole in the ground.Then she (3)_saw_ the Cheshire Cat.Then she (4)_arrived_ at the March Hare’s house.Then Alice (5)_met_ the Queen of Hearts.see-saw, run-ran, fall-fell, arrive-arrived, meet-meta.Before listening, ask students to look at the table and guess themissing information.b.Play the recording twice, and let students fill in the blanks.c.Ask students to check the answers with their partners.d.Choose some students to share their answers to the class.e.Review the past form of some verbs.3.Post-listening(1)Listen to the conversation and repeat. The teacher should ask studentsto read the conversation loudly, correctly, fluently and beautifully.(2)Role-play. Ask student to read the conversation in pairs and then showtheir conversation to the class.Step 3 Practese1. Complete the notes.(1) Ask students to complete the notes individually. If they can,encourage them to close the book and write down the missing information. If they need, let them see the conversation.(2) Let students check answers with their partners.(3) Ask students to use the table to make a simple conversation. One askand one answer.For example:Sa: When Alice saw a white rabbit with a watch, what was the rabbit/itdoing?Sb: It was going to see the Queen of Hearts.(4) Choose some pairs to share their conversations. When they finishshowing, the teacher should put the answers on the screen.2. Retell the story.Picture 1: was sitting – sister – the riversaw a white rabbit – watchran pastwas going – see the Queen of HeartsPicture 2 and 3: followedfell down – hole – groundPicture 4: saw the Cheshire Catwas sitting – treewas smiling – everyonePicture 5: arrived – the March Hare’s housewas sitting – the Mad Hatter – a mousewere having – tea party – gardenPicture 6: met the Queen of Heartswas playing – game(1) The teacher should give students some pictures and key words to help When Alice What was he / she / it doing?saw a white rabbit with a watchit (1)_was going _ to see the Queen of Hearts saw the Cheshire Cat it (2)_was sitting _ in a tree and (3)_smilingat _ everyonearrived at the March Hare’s house he (3)_was sitting with _ the Mad Hatter and a mousethey (4)_were having a tea party in the gardenmet the Queen of Hearts she (5)_was playing _ a strange gamestudents retell.(2)At the first time, let students do it one picture by one picture.Before they begin, the teacher should lead them to do one of them together.(3)At the second time, ask students to use all the pictures and key wordsto retell the story.(4)Ask students to use “First…Second…And then …Next…Atlast…”to make the story more beautiful. And choose some students to say the story again.Recite the whole the most the keysentences.板书设计：。

2024-2025学年外研版初中英语八年级(上)教案Module7Unit1

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river.设计说明教学反思本单元以谈论《爱丽丝漫游奇境记》一书及其作者引入新课。

通过听力练习和对话演练，提升学生的听说和朗读能力。

学习本模块的新单词、短语和句型，学习新语言点，增加学生的语言积累。

从本模块开始学习一个新的时态——过去进行时，在初步学习时从一般过去时和现在进行时引入过去进行时，做好这三个时态的区别。

练习朗读中的重读，提升学生在英语口语表达中的规范性和美感度。

通过对应练习，巩固学生对单词、短语、句型和语法的掌握，提升运用能力。

教学目标通过本单元的教学，让学生达成以下目标：1. 知识目标掌握本单元新单词及短语：fall, follow, hole, rabbit, ssh, ground, tea party。

2. 能力目标(1)能够听懂关于谈论童话故事的对话;用正确的语音、语调朗读对话;(2)学习过去进行时的基本用法。

3. 情感目标通过阅读童话故事及中英文名著的介绍，了解西方国家的文化，汲取其精华。

重点难点重点：对话朗读；过去进行时。

难点：过去进行时。

教学准备PPT课件；《爱丽丝漫游奇境记》及其作者图片；活动1、2、3、5的录音授课时数2课时教学过程Step 1Leading inDiscussion.T: Boys and girls. Do you like reading stories?Ss: Yes, we do.T: Stories are usually interesting. I enjoyed them very much when I was a child.Do you know the book Alice’s Adventures in Wonderland ?Ss: …T: Oh, some children have read the book. Who can tell us something about thebook or the story?Ss: …Show some pictures about the story and its author.Give more information to the class at the same time.Alice’s Adventures in Wonderland is a famous English storybook.Children all over the world like reading it.The English writer Lewis Carroll wrote Alice’sAdventures in Wonderland in the 1960s. The story is also calledAlice in Wonderland.The story is about a girl called Alice. It tells her strange andinteresting experiences in wonderland.Alice, the Cheshire Cat, the March Hare, the Queen of Hearts andthe Mad Hatter are main characters of the story.Step 2Listening1. Finish Activity 1. Listen and number the words as you hear them.(1) Ask someone to read the words. Make sure that all the students understand the meaning.fall follow hole rabbit strange(2) Play the recording and ask the students to write down the numbers 1-5 in the boxes, according to what they hear.(3) Check the answers together.Answers:fall—4; follow—2; hole—5; rabbit—3; strange—12. Finish Activity 2. Listen again and number the pictures.(1) Read the simple descriptions of the pictures to the class. Repeat the names for the students to remember.(2) Ask some students to read the descriptions and the other students to look at the pictures.(3) Play the recording for students and ask them to number the pictures.(4) Check the answers together.Answers:a—2; b—3; c—1(5) Play the recording again. Show the tapescript if necessary.Step 3Listening and readingFinish Activity 3.1. Play the recording. Tell the students to read the conversation as they listen.2. Ask the students to check (√) the true sentences, according to the conversation.1. Lingling is reading Alice’s Adventures in Wonderland. ( )2. The book is about a girl called Alice. ( )3. One day, Alice and her sister saw a white rabbit with a basket.( )4. The March Hare, the Mad Hatter and a mouse were having a tea partyin the garden. ( )5. The Queen of Hearts was sitting in a tree. ( )Answers:1. √ 2. √ 4. √3. Read and complete the notes.1 Alice was ________ with her ________ by the river.2 The white rabbit with a ________ ran past.3 The Mad Hatter, the March Hare and a mouse were having a ________ party.4 The Queen of Hearts was ________ a strange game.(1) Ask the students to read the sentences carefully.(2) Ask them to read the conversation again. Underline the key information while reading.(3) Get the students to complete the sentences from the conversation.(4) Check the answers.Answers:1 sitting, sister2 watch3 tea4 playing4. Read the following phrases and translate them into Chinese.1 one day2 by the river3 fall down4 in a tree5 smile at6 tea party7 play games8 a girl called Alice9 run pastAsk the students to write down the phrases on their notebooks.5. Read the conversation.(1) Ask the students to follow the recording to read the conversation.(2) Tell them to work in pairs. One is Tony, and the other is Daming.(3) Encourage some pairs to read the conversation in different roles.Step 4PracticeFinish Activity 4. Complete the sentences with the words in the box.1 Something is ________ if it is not usual.2 You ________ when you are happy.3 You can wear a ________. It tells you the time.4 A rabbit ________ is a place where rabbits live.5 You ________ when you move down quickly to the ground.(1) Ask the students to read through the words in the box. Make sure they know the meaning of the words.(2) Ask the class to read the sentences and complete them with the words in the box on their own.(3) Check the answers in groups.Answers:1 strange2 smile3 watch4 hole5 fallStep 5Language points1. One day, Alice was sitting with her sister by the river and she saw a white rabbit with a watch. 有一天，爱丽丝正和她的姐姐坐在河边，她看到一只戴着手表的白兔。

外研版-英语-八上-八上Module7-1单元教学设计

Module 7 A famous storyUnit 1 Alice was sitting with her sister by the river. 课型Listening and speaking教学目标Knowledge:To listen for specific informationTo understand the description of past continuous actionsTo talk about past on-going actionsKey vocabulary: fall, follow, hole, groundKey structures: One day, Alice was sitting with her sister bythe river …Why was it running?教学重点谈论童话故事，学习过去进行时教学难点正确使用过去进行时教学方法PWP Communicative教学用具Multi-Media (or Tape recorder, OHP)教学过程Listening and vocabulary1. Listen and number the words as you hear them.* Read the words aloud with the students and check if they understand the meaning.* Get them to predict the order of events they might hear about, (e.g. Maybe a rabbit falls into a hole. Maybe a rabbit follows a strange person.) * Play the recording. Tell the students to check their predictions and write numbers 1-5 in the boxes, according to what they he ar.* Check answers around the class.2. Listen again and number the pictures.* Read the simple descriptions of the pictures with the students. Explain the names in the descriptions if necessary, (e.g. In March, hares---wild rabbits---are considered mad because of their strange behaviour when they try to attract female rabbits, so there is an expression in English "He's as mad as a March hare.")* Repeat the descriptions, especially the names, chorally for the students' pronunciation.* Put the students into pairs or groups of three to describe the pictures. * Elicit descriptions from the class.* Play the recording and ask the students to listen for the descriptions.* Play the recording again for them to number the pictures and check answers in pairs or groups.* Play the recording once more for the students to check and then elicit their answers in order.3. Listen and read.* Divide the students into groups. Then elicit the new language by telling different groups to mime such actions as eating a sandwich, drinking tea, combing hair, reading a book, drawing a picture, looking at watches, etc and continue doing them until they hear "stop".* Shout "stop". Ask the students what they were doing a minute ago: Teacher: What were you doing when I shouted "stop"?Students: We were eating sandwiches.* Ask different groups to elicit different responses.* Have the students ask each other in open pairs.* Ask the students if they know about the story of Alice's Adventures in Wonderland. If they do, elicit what they have understood and use it to teach the key vocabulary. If they don't, give a br ief introduction to the story.* Play the recording. Tell the students to read the conversation as they listen.Now complete the notes.* Ask the students to look at the notes and guess the missing information. * Ask them to read the conversation again and underline the key information to help them complete the notes.* Ask them to complete the notes individually.* Elicit answers in full sentences from the whole class.Extension* Play the recording again, pausing after each sentence and having the students repeat them chorally and individually. Otherwise, simply ask them to work in pairs and read the conversation.* Have them practise it and change roles. Circulate and monitor their production.* Ask some volunteers to perform the conversation for the class.4. Complete the sentences with the words in* Look at the words in the box with the class. Make sure the students are clear about the meaning.* Ask the students to read the sentences on their own and guess what the missing words are.* Ask them to complete the sentences individually and check their answers in pairs.* Elicit answers in full sentences.Pronunciation and speaking5. Listen and underline the words the speaker stresses.* Ask the students to read the conversations and predict the stress.* Play the r ecording and pause for the students to repeat for pronunciation and stress.* Play the recording again and tell the stude nts to listen and repeat. Then ask them to underline the stressed words.* Play the recording once more. Elicit the stress and let the students check whether their prediction was correct.Now work in pairs. Listen again and repeat.* Play the recording and have the students read out the conversations in pairs as they listen. Tell them to exaggerate the stressed words. Nominate a few pairs to read the conversations.6. Work in pairs. Do an interview.* Read the instructions and model conversation with the class. Make sure they are clear about what they are going to do.* Tell the students to do an interview in pairs after the example and say what they were really doing then.* Do a few conversations in open pairs first to pick up any errors.* Circulate and monitor their progress.* Have some students present their interviews in open pairs.。

外研版英语八年级上册(教学设计)Module 7 Unit 1

Module 7 A famous storyUnit 1 Alice was sitting with hersister by the river.教材分析本课为Module 7的第一单元，对话展示的是同学之间就阅读内容展开的讨论。

玲玲向托尼介绍了?爱丽丝漫游奇境记?的主要情节。

通过他们之间关于童话故事的对话，自然地导入了过去进展时这一语法工程。

教学目标1. Function: Telling a story2. Structure: Past continuous3. Skills:1) Listening and understanding the plot development of Alice’s Adventures in Wonderland. Understanding the major characters and events.2) Participating in a role-play with the teacher’s guidance.3) Reading and understanding the sequence of events in Alice’s Adventures in Wonderland.4) Writing a short passage about what happened after Alice fell down the rabbit hole.4. Around the world: Stories5. Task: Writing a short story about your own experience.教学重难点Grammar: Past continuous课前准备A tape recorder, multimedia and some pictures教学过程Step 1 Warming-up1. Enjoy a play: Alice’s Adventures in Wonderland2. Show some pictures and tell the story: Alice’s Adventures in Wonderland3. Look at the pictures, and talk something about the pictures.4. Introduce the new words.5. Learn the new words.6. Read the new words.【设计意图】本活动旨在处理词汇，并激活相关背景知识。

外研版八年级英语上册教学设计Module 7 Unit 1教学设计

外研版八年级英语上册教学设计Module 7 Unit 1教学设计一. 教材分析Module 7 Unit 1主要介绍了关于动物的知识，包括不同种类的动物以及它们的特点。

本单元的话题贴近学生的生活，能够激发学生的学习兴趣。

教材中包含了丰富的插图和实践活动，有助于学生更好地理解和掌握知识。

通过对本单元的学习，学生能够提高自己的听说读写能力，并能够运用所学知识进行简单的交流和描述。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的动物有一定的了解。

但是，学生在语言表达和思维逻辑方面还存在一定的问题。

因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们通过观察、思考、交流等方式，提高自己的语言能力和思维品质。

三. 教学目标1.知识目标：学生能够掌握关于动物的词汇和表达方式，了解不同种类的动物以及它们的特点。

2.能力目标：学生能够运用所学知识进行日常交流，提高自己的听说读写能力。

3.情感目标：学生能够培养对动物的关爱和保护意识，提高自己的环保意识。

四. 教学重难点1.重点：学生能够掌握关于动物的词汇和表达方式，了解不同种类的动物以及它们的特点。

2.难点：学生能够运用所学知识进行日常交流，提高自己的听说读写能力。

五. 教学方法1.任务型教学法：通过设置各种任务，引导学生参与课堂活动，提高他们的实践能力。

2.情境教学法：通过创设情境，让学生在真实的环境中学习，提高他们的语言运用能力。

3.合作学习法：通过小组合作，培养学生的团队精神和交流能力。

六. 教学准备1.教学材料：教材、PPT、图片、视频等。

2.教学设备：投影仪、电脑、音响等。

七. 教学过程1.导入（5分钟）通过展示各种动物的图片，引导学生谈论自己喜欢的动物，激发学生的学习兴趣。

2.呈现（10分钟）教师通过PPT展示本节课的主要内容，包括动物的词汇和表达方式，以及不同种类的动物的特点。

同时，引导学生进行观察和思考，加深对知识的理解。

外研版英语八年级上册单元教案-Module7

外研版英语八年级上册单元教案Module 7 A famous storyUnit 1Alice was sitting with her sister by the river.Ⅰ.Teaching modelListening and speakingⅡ.Teaching aims1．To learn and understand the topic words through talking and listening.2．To learn the past continuous.3．To listen and understand the plot development of Alice's Adventures in Wonderland.Understanding the major characters and events.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Show them some pictures of Alice's Adventures in Wonderland.2．Let the students talk about them.T：Have you ever read this story book?S：…T：What's its name?S：…T：What do you think of the book?S：…3．Play the video and let them enjoy its movie trailer to know more about its characters.4．Write the new words on the blackboard，then help them pronounce，spell and understand.Step 2：Listening1．Listen and number the words as hearing them.fall，follow，hole，rabbit，strange2．Listen again and number the pictures.3．Check the answers for the whole class.4．Let students read after the tape.Step 3：Listening and reading1．Play the tape，and let the students listen to the conversation and answer the following questions：(1)What is Lingling doing now?(2)What's the book about?(3)Does Tony know about the book?2．Read the conversation and check the answers.3．Read the conversation again and complete the table in Activity 3.4．Let them work in pairs and check the answers.5．Read it and underline all the points which are important with your partner.6．Show the points to the class，and the teacher explains some difficulties to them.7．Work in pairs，and act out the conversation.Step 4：Everyday EnglishSsh!Sorry!It's about…Step 5：Homework1．Learn the new words by heart.2．Act out the conversation in groups.3．Finish off the workbook exercises.Blackboard DesignUnit 1Alice was sitting with her sister by the river.fall－fall down，follow，hole，rabbit，ground，tea party(1)She is reading.(2)It's about a girl called Alice.(3)Yes，he does.过去进行时：主语＋was/were＋动词－ing＋其他现在进行时：主语＋am/is/are＋动词－ing＋其他Alice was sitting with her sister by the river.It was sitting in a tree and smiling at everyone.第二课时(Activity 4－Activity 6)Step 1：Have a dictationGet the students to write the words and phrases in Unit 1，and check the answers to see if they have grasped the usages of the points.Step 2：Practice1．Complete the sentences with the correct form of the words in the brackets.(1)Linda ________ (listen) to music when the teacher came in.(2)—What were you doing at nine last night?—I ________ (watch) TV.(3)They ________ (have) a tea party in the garden at this time yesterday.2．Check the answers and revise the past continuous.Step 3：Practice1．Read the conversation in Activity 3 again.2．Complete the sentences with the words in the box.fall，hole，smile，strange，watch(1)Something is ________if it is not usual.(2)You ________when you are happy.(3)You can wear a ________.It tells you the time.(4)A rabbit ________ is a place where rabbits live.(5)You ________when you move down quickly to the ground.3．Check the answers and read the sentences aloud.Step 4：Pronunciation1．Let them read the sentences and pay attention to the words the speaker stresses.(1)—The Cheshire Cat was sitting on the grass.—No，it wasn't.It was sitting in a tree.(2)—The white rabbit was looking at its watch.—Yes，it was.2．Listen and underline the words the speaker stresses.3．Work in pairs.Listen again and repeat after it.Step 5：Speaking1．Work in pairs.Do an interview.Student A：You are a school newspaper reporter.You are interviewing a school basketball star about what he did yesterday.Student B：You are a star in your school basketball team.A school newspaper reporter is interviewing you.—What were you doing at 5 am yesterday?—I was getting up.2．Let them share their interviews in front of class.Step 6：Homework1．Revise all the check points in this unit.2．Finish off the workbook exercises.Blackboard DesignUnit 1Alice was sitting with her sister by the river.(1)was listening(2)was watching(3)were having4．(1)strange(2)smile(3)watch(4)hole(5)fall—The Cheshire Cat was sitting on the grass.—No，it wasn't.It was sitting in a tree.—The white rabbit was looking at its watch.—Yes，it was.Unit 2She was thinking about her cat.Ⅰ.Teaching modelReading and writingⅡ.Teaching aims1．To learn and understand the topic words through talking and listening.2．To understand the story Alice's Adventures in Wonderland.3．To develop students' great interest in English through the English story.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 3)Step 1：Have a dictation1．Revise the past continuous：was/were＋doing2．Show the pictures，then let students make sentences.Step 2：Pre－reading1．Show the pictures and learn the new words.2．Show students a picture and ask：(1)Look at this picture.Is it strange?(2)Why do you think it's strange?3．Then show the title of the lesson and lecture the new words as well.eg：twice，once or twice，suddenly，pink，pocket，field，think about，deep，while，dry.Step 3：Reading1．ScanningAsk students to scan the passage and answer the question：What was Alice thinking about while she was falling down a rabbit hole?2．Skimming(1)Ask students to skim the passage and number the events in the order of they happened.(2)Check the answers and read the sentences.3．Careful reading(1)Paragraph 1：①The whole class read together and answer these two questions：What was Alice and her sister doing by the river?Then what ran by them?Then check the answers.②Ask a volunteer to read Paragraph 1 in class and the other students find out difficulties.③Solve difficulties.(2)Paragraph 2：①Ask someone to read the passage，then find out the words that prove the rabbit is different.②Ask a student to be “a little teacher” to check the answers.③Read by themselves and point out important points.④Solve difficulties.(3)Paragraph 3：①Let the students answer these three questions after reading Paragraph 3：Was the rabbit hole deep?Was the hole bright enough to see everything clearly?Where did Alice land on at last?②Read this paragraph and find out difficult points.③Ask a group of six students to read Paragraph 3.4．Check and summarizeAsk the students some questions about the difficult and key points just explained by the teacher to make sure they understand them well.Step 4：Homework1．Read the passage after school and remember the new words.2．To finish writing your own story of Alice's Adventures in Wonderland.Blackboard DesignUnit 2She was thinking about her cat.New words：twice，once or twice，suddenly，pink，pocket，field，think about，deep，while，dry Key points：have nothing/something to doonce or twicewithoutHe left without saying goodbye to me.nothing strange，something，anything…take sth.out of sp.run across…see sb.do sth./see sb.doing sth.land on…第二课时(Activity 4－Activity 6)Step 1：Review1．Fill in the blanks according to the story in Activity 2.Alice and her sister were sitting (1)________the river.Her sister (2)________ reading but Alice had (3)________ to do.Suddenly a white rabbit (4)________ pink eyes (5)________ past her.Alice felt very (6)________ when she saw the rabbit (7)________ out a watch from its pocket.Alice ran quickly (8)________ the field (9)________ the rabbit.The rabbit went into a rabbit (10)________and Alice followed.2．Let one student read the passage above and check the answers.Step 2：Have a dictationGet the students to write the words and phrases in Unit 2，and check the answers to see if they have grasped the usages of the points.Step 3：Practice1．Have a reading competition.Let five students read the passage in Activity 2 and see who reads best.2．Read the words and expressions in the yellow box in Activity 4.deep，dry，field，once or twice，pink，pocket3．Answer the questions with them.(1)Was Alice interested in her sister's book？How do you know?(2)What colour were the rabbit's eyes?(3)Where was the rabbit's watch before he took it out?(4)What did Alice run across after the rabbit?(5)What did she fall down?(6)Where did she land?4．Read the passage and check the answers.Step 4：Writing1．Match the answers with the questions.2．Let them work in pairs to ask and answer.3．Write what happened to e the answers in Activity 5 to help you.After Alice found a small key on a table，she opened a small door…4．Imagine what will happen next.Let some students share their ideas with the class.Step 5：Homework1．Finish the writing task.2．Finish the workbook.Blackboard DesignUnit 2She was thinking about her cat.Answers：Step 1(1)by(2)was(3)nothing(4)with(5)ran(6)surprised(7)took(8)across(9)after(10)holeStep 2(1)Yes，she was.She looked into her sister's book once or twice.(1)They were pink.(2)In its pocket.(3)She ran across the field.(4)She fell down a very deep hole.(5)She landed on some dry leaves.Unit 3Language in useⅠ.Teaching modelRevision and applicationⅡ.Teaching aims1．To revise the topic words and expressions through reading and listening.2．To know something about some famous stories.3．To write a short story about your own experience.Ⅲ.Teaching aidsA projector，some pictures and a tape recorderⅣ.Teaching steps第一课时(Activity 1－Activity 6) Step 1：Review1．Read the new words.2．Read the grammar，and summarize the structure：主语＋was/were＋动词－ing＋其他．Step 2：Language practice1．Read the sentences and fill in the blanks with the proper words.(1)Alice________ ________ with her sister by the river.(2)It________ ________ in a tree and________ at everyone.(3)They________ ________ a tea party in the garden.(3)Where________ it________？2．Then check the answers.Step 3：Grammar practice1．Underline the correct words in Activity 1.(1)Ask the students to read through the sentences.(2)Underline the correct words for the sentences.(3)Read the sentences aloud.2．Write sentences about what they were doing.(1)At about seven o'clock last night，________.(2)This morning，on my way to school，________.(3)This time last year，________.(4)Last Saturday，from about 1 pm to 4 pm________.3．Read the sentences in Activity 2 aloud.4．Work in groups of four.Play a chain game.A：At eight o'clock last night I was watching TV.Howabout you，B?B：At eight o'clock last night I was sleeping.Howabout you，C?C：At eight o'clock last night I was having dinner.Howabout you，D?D：…5．Make a survey.(1)Ask what each member was doing at eight o'clock last night.A：What were you doing at eight o'clock last night?B：I was…(2)Write down the answers.(3)Make a report to the class like this：Sun Li was watching TV at eight o'clock last night.…Step 4：Expression practice1．Ask the students to read through the words in the box in Activity 5.2．Complete the sentences with the correct form of the expressions in the box.3．Ask the students to read through the words in the box in Activity 6.Step 5：Homework1．Revise all the key points in this module.2．Finish the workbook.Blackboard DesignUnit 3Language in use主语＋was/were＋动词－ing＋其他Answers：(1)was sitting(2)was sitting；smiling(3)were having(4)was；going5．(1)running after(2)What；for(3)had nothing to do(4)thinking about(5)once or twice6．(1)river(2)conversations(3)pink(4)strange(5)pocket(6)hole第二课时(Activity 7－Activity 12)Step 1：Pre－listening1．Look through the sentences in Activity 7.2．Explain the key words in the sentences to the students.Step 2：Listening1．Play the tape，then listen and find out the missing words.2．Complete the sentences with the right words.3．Play the tape again，and let the students check the answers.4．Read the listening material after the tape.Step 3：Reading1．Play the recording and listen to the tape carefully.2．Ask the students to read through the passage in Activity 8.3．Read the passage by themselves.4．Explain some difficulties and key points to the students，including new words andgrammar.5．Read the text together.6．Act it out.Step 4：Around the worldStories1．Get the students to read this passage.Before reading，teach them the key words and phrases.2．Then ask a few students to read it，and translate it into Chinese at last.3．Solve the problems which the students meet in reading.Step 5：Module taskWriting a short story about your own experience.1．Make notes about your story.Think about：when it happenedwhat you were doing at the timewhat happened firstwhat happened nextwhat happened finallyFriday eveningWaiting at the bus stopA car stopped…2．Use the notes above，write the story like this：It was a Friday evening.I was waiting at the bus stop…3．Work in pairs.Discuss and revise their stories.4．Read their stories to classmates.Step 6 Homework1．Finish the writing.2．Revise the whole module.Blackboard DesignUnit 3Language in uselook likeget out ofjump downget upsmile at…It's polite of sb.to do sth.fall/be asleeponce upon a timetake the place ofIt was a Friday evening.I was waiting at the bus stop…。

英语外研版八年级上册module7unit1第一课时

Lingling: Because it was late. Tony: And where was it going? Lingling: To see the Queen of Hearts. Alice followed it and fell down a hole in the ground. Tony: Yes! Then she saw the Cheshire Cat. It was sitting in a tree and smiling at everyone. Lingling: Then Alice arrived at the March Hare’s house. He was sitting with the Mad Hatter and a mouse. They were having a tea party in the
Alice’s Adventures in Wonderland
Alice 爱丽丝
the White
Rabbit
白兔
[ˈtʃeʃə] the Cheshire cat 柴郡猫，常咧嘴笑的猫
/'ræbIt/
At first, Alice saw a
rabbit
/'fɒləʊ/ , then she followed it.
Tony: And then Alice met the Queen of Hearts. She was playing a strange game! Lingling: Do you already know the book? Tony: Yes, it’s Alice’s Adventures in Wonderland. Everyone in Britain knows the story. Lingling: Then why did you ask me all those questions? Tony: To see if you remember the story! Ha ha…

新外研版八年级上册英语 Module 7 Unit1 教案(教学设计)

Module 7 A famous storyUnit1 Alice was sitting with her sister by the river单词fall, fall down, follow, hole, ground, by能够听懂包含过去进行时的童话故事，掌握故事的大意，理解主要的人和事能够询问或描述有关过去正在发生的事情和动作。

Step 1Warming–up1.Show the students some of pictures and photos on the screen.2. Encourage the Ss to speak out the kinds of movies.Step 2Pre-task.Show students the famous story book and introduce the book briefly , then show thetitle of the lesson and lecture the new words as well.Step 3While -task1. Listen and matchAsk students to finish Activity1.Listen again and number the pictures.Step 4Post-task1.Retelling.Step 5 SummaryGet the students to sum up the language points.Step 6 Language points Step 6 HomeworkRead the dialogue after school and remember the new words.一．用所给词的适当形式填空1. Listen! Someone __________ (sing) beautifully in the next room.2. What _______ you _______ (do) yesterday?3. She is kind and she always ________ (smile) at others.4. Alice followed it and _________ (fall) down a hole in the ground.5. I __________ (run) in the park at 6:00 this morning.二、选择正确的答案：( ) 1.—What________ you doing ?— I was doing my homework at that time.A. doB. didC. wasD. were( ) 2. Look, the girl ___________ a kite.A. was flyingB. fliesC. is flyingD. were flying( ) 3. There are many birds singing ________ the big tree.A. inB. onC. atD. by( ) 4. We __________ a birthday party at 7:00 last night.A. hadB. hasC. was havingD. were having( ) 5. —What’s the film about?—It’s about a boy _________ Harry Potter.A. callB. calledC. Calling完成请完成《》P59对应习题本单元以游戏为开端，既可以引导学生把一般现在进行时和过去进行时进行简单的对比了解。

新外研版英语八年级上册Module 7 Unit1配套练习(附答案)

[见《基础闯关练》P21] 根据句意或提示完成句子1．It is __about__ a girl __called__(call)Alice.2．One day，Alice was __sitting__(sit)with her sister __by__ the river and…3．She saw a white rabbit __with__ a watch run __past__.4．—Why __was__ it running?—__Because__ it was late.5．Alice followed it and __fell__(fall)down a hole __in__ the ground.6．It was sitting __in__ a tree and __smiling__(smile)at everyone.7．He was sitting __with__ the Mad Hatter __and__ a mouse.8．They were having __a__ tea party in __the__ garden.9．And then Alice__met__(meet)the Queen of Hearts.__She__ was playing a strange game! 10．You ask __me__(我)all those questions to see __if__(是否)I remember the story.Ⅰ.根据句意及汉语提示完成单词1．This morning Alan __fell__(跌落)from the horse and hurt his knee.2．On the street Alice met a dog and it __followed__(跟随)her home.3．In John's left shoe，I found two small __holes__(洞)．4．In Bill's room，I saw some pictures of cats and __rabbits__(兔)．5．We saw Tom lying on the __ground__(地面)just now.Ⅱ.用适当的介词填空1．—Next week Emma is coming to my city to see me.—Really? How will she arrive __in__ your city?2．Look! Mary is smiling __at__ us over there.3．He walked __past__ the window without seeing me.4．Mike's sister is playing games __with__ her friends __in__ the garden.5．—Look, what's __in__ the tree?—A bird.It is singing there.Ⅲ.从括号中选择适当的词语填空1．—Did you hear someone knock at the door just now?—Sorry. I __was__talking__(talked，was talking)to my friend on the phone.2．I saw Sam and David in the playground yesterday afternoon.They __were__playing__(played，were playing)football then.3．I __found__(found，was finding)Miss Gao just now.She __was__talking__(talked，was talking)happily with her friends at that time.4．—I __called__(called，was calling)you yesterday evening.But nobody answered. —Oh, sorry.Maybe I __was__taking__(took，was taking)a shower in the bathroom at that time.5．—Oh，dear！A power cut!—Sorry, I didn't know you __were__using__(used，were using)the washing machine. 6．The students __were__planting__(planted，were planting)trees between 9 am and 11 am yesterday.7．Be quiet.Someone __is__sleeping__(is sleeping，was sleeping)in the next room.8．Dad __was__reading__(read，was reading)newspapers at 7：00 am yesterday.Module 3 SportsUnit 1 Nothing is more enjoyable than playing tennis.一、根据句意及首字母或汉语提示完成句子1. I think playing alone is b__________.2. This is an _________ (令人兴奋的) news for me.3. Lucy looks sad, what’s the m________ with her?4. The Smiths will have a ________ (轻松的) holiday.5. I have a_______ finished my work today.6. Each correct answer will _______ (得分) two points.7. There will be a match in this s__________.8. I don’t ________ (介意) if you will be successful.9. Quan Hongchan got a golden medal in Tokyo O_________.10. The boy like _________ (排球) very much.二、用所给词的适当形式填空11. The boy often like listening to ________ (relax) music.12. Nothing is ___________ (exciting) than playing football.13. Tom _______ (hurt) his arm during the sports meeting yesterday.14. Running Man is an __________ (enjoy) programme.15. ________ (read) books is more interesting than watching TV.16. Do you mind my _______ (open) the door?17. Kate has five _________ (volleyball) in her room.18. Playing basketball is more interesting than __________ (play) football.19. They enjoy _________ (read) book after dinner.20. We have lots of time _______ (get) to the airport.三、单项选择( )21. ________ in the river is too dangerous for people.A. SwimmingB. SwimC. To swimD. Swims( )22. Most of students enjoy ________ computer games.A. playingB. playsC. to playD. play( )23. Our country is becoming ___________.A. more beautiful and more beautifulB. beautifuler and beautifulerC. more and more beautifulD. beautiful and beautiful( )24. Basketball is my favourite ________. A. music B. subjectC. foodD. sports( )25. --Sorry, I forget to take your book back. --_______. You can take it here tomorrow.A. I’m sorry to hear that.B. Thank you.C. With pleasure.D. Never mind.( )26. I am _______ about this ______ news.A. exciting; excitingB. exciting; excitedC. excited; excitingD. excited; excited( )27. --- Hi, Tom. _________?--- Her dog is hurt.A. What’s the matter with her?B. How are you?C. What’s Lucy like?D. Who’s that?( )28. I think English is ______ than Chinese.A. more difficultB. difficultC. most difficultD. as difficult( )29. We’ve got ______ fruit in my fridge.A. a littleB. plenty ofC. littleD. few( )30. I don’t like this movie because I think it’s too ______.A. relaxingB. excitingC. interestingD. boring四、翻译句子31. --对不起，让你久等了。

八年级英语上册 Module 7 Unit 1 That smells delicious教案外研版

外研版八年级英语上册A teaching plan for Unit 1 Module 7Topic Module 7 Un it 1 That smellsdelicious.Period One TypeListeni ngandSpeakingTeaching aims and demands To listen and understand sentences with sense verbs.To understand the conversation.To learn to use sense verbs.Focus The use of sense verbs. Difficulty Sense verbs + adj.Key P ractice.Reference forteachingTB. SB. Tape recorder. Pictures.TeachingstepsTeaching process and contents RegulationI II Organization.Gre etingHave a free talk about feelings and impressions.Feelings: happy, nervous, sad, cold…Expressions: friendly, nice/kind, shy, strict…Present ation.Show five pictures on Bb.Listening task:1.Number the pictures.2.Match the sentences with the pictures.On Bb. Module 7Feelings andimpressions.Play tape twice.III IV Read each sentence.1.Guess the meaning of new words: quiet ,salty, sour, tight, soup,.2.Discuss th e use of sense verbs.Sense ver bs + adj.Sense verbs + like.3.Make sentences by using sense verbs.Part 3 Play the tape answer questions:1.How many people are talking?2.What h ave they made?3.Who is going to the airport?Put students into groups of four to read the conversation.Solve the problem in reading new words ask andanswer(Part4.5)Practice.1.Everyday English.2.Do exercises about sense verbs.Summary.The use of sense verbs.On BbLookSoundTasteSmellFeelCirculate andmonitor theirproduction.。