八年級英語下冊unit8教案設(shè)計丁輝

1、Unit 8 Why dont you get her a scarf? 教案設(shè)計 孔村中學(xué) 丁輝一、教材分析：本單元是Go for it 八年級( 下 ) Unit 8。主要圍繞“Why dont you get her a scarf?”這一主題展開各種教學(xué)活動，并以這一主題引出對比物品質(zhì)量、提出建議和意見的各種句型及其語言功能。本單元旨在創(chuàng)造一個輕松、愉快的學(xué)習(xí)、交流環(huán)境，通過聽、說、讀、寫來培養(yǎng)學(xué)生綜合運用這些知識的能力。并讓學(xué)生能在有限的課堂實踐活動中，通過學(xué)習(xí)贈送禮物這一功能話題，學(xué)習(xí)如何給他人提出建議和意見，能準(zhǔn)確地用英語來表達(dá)。二、教材的地位和作用：“Go for it”教材有

2、一個比較明顯的編排特點，那就是每單元由Section A , Section B 和 Self Check三大版快組成，同時每個版快又由a, b , c 三小部分構(gòu)成，內(nèi)容循序漸進(jìn)，符合學(xué)生的認(rèn)知規(guī)律，教材又圖文并茂，既能吸引學(xué)生的注意力，又能激發(fā)學(xué)生的學(xué)習(xí)興趣，每一小部分中的部分又是pairwork,培養(yǎng)了學(xué)生的合作意識，每一小部分又有聽力訓(xùn)練，培養(yǎng)了學(xué)生的聽說能力。Section B中的a, 3b 又能培養(yǎng)學(xué)生的讀寫能力，本單元的綜合語言知識能力的運用，又能在此體現(xiàn)出來。Section B中的3c是任務(wù)性教學(xué)，體現(xiàn)了語言的交際性和實用性。1.語言知識： 本單元要求學(xué)生掌握以下詞匯（sugg

3、estion, personal, special, receive, gave, guy, mouse, child, pig, rabbit, clean, company, cost, asleep, choose, present, open, later, given, instead, enter, nearly, sang, clearly, winner, interested, encourage, progress, suggest, besides, mention, drive) 語言功能： 學(xué)會對比物品質(zhì)量及提出建議。 語言結(jié)構(gòu)（日常交際用語）： What shoul

4、d I get for Lisa? How about a CD? No, thats too cheap. Whats the best present you have ever received? A bike.2.語言技能：（1）能用提建議的各種句型對他人合理的提出意見和建議。（2）能掌握征求建議和提出建議的各種句型及對比物品質(zhì)量的詞語，如：What should I get my sister?Why dont you ?How about? What about? Too personal; not special enough; not creative enough; too

5、boring; too cheap; too expensive等。（3）能在日常生活中恰當(dāng)理解和運用本單元的話題范圍內(nèi)的單詞和習(xí)慣用語。3、學(xué)習(xí) 策略：通過本單元的教學(xué)，我要求學(xué)生能通過上下文內(nèi)在的邏輯聯(lián)系，或在與老師和學(xué)生的交流活動中能正確地運用征求建議和提出建議的各種句型。 4、情感態(tài)度：通過對本單元的任務(wù)性活動，我的目的是能培養(yǎng)同學(xué)間的友好相處，規(guī)范自己與他人的合作與交流，同時激發(fā)他們對學(xué)習(xí)英語的興趣和熱情，在接近生活常態(tài)的交際中能樂于模仿，敢于開口，積極參與，主動請教。5、文化意識：了解西方人是如何表達(dá)贈送禮物的，了解中西贈送禮物的差異。三、教學(xué)的重、難點： 基于上述對教材的分析，我

6、確定本單元的教學(xué)重點為詞匯、詞組搭配和征求建議以及提出建議的用法。 教學(xué)難點為如何運用所學(xué)知識在交際中準(zhǔn)確地表達(dá)自己的觀點。四、教學(xué)方法 1、教法分析： （1）本單元的話題源自生活，立足這一點，我充分利用學(xué)生已有的知識和生活經(jīng)驗，創(chuàng)設(shè)生活化的真實情境（或半真實情境）引導(dǎo)學(xué)生在 運用語言中學(xué)習(xí)語言，然后在學(xué)習(xí)新的語言知識后創(chuàng)造性地運用語言（為用而學(xué)， 在用中學(xué),學(xué)了就用）。（2）開展多種類型的任務(wù)型活動，提供給學(xué)生合作交流的空間和時間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究性學(xué)習(xí)。2、學(xué)情分析：我們教學(xué)的對象是初二學(xué)生，此階段的學(xué)生容易出現(xiàn)兩極分化，因此他們學(xué)習(xí)英語既感到好奇又擔(dān)憂

7、，希望能得到他人的肯定。因此我在教學(xué)活動中盡量讓他們參與到活動中來，有更多的機(jī)會來說英語，減少他們的恐懼感，通過學(xué)生間的合作學(xué)習(xí)，降低他們的學(xué)習(xí)難度，使他們體驗到成功的喜悅。同時在聽力、閱讀和書面表達(dá)中加以落實，提高他們綜合運用語言的能力，使各層次的學(xué)生都有所收獲。五、教學(xué)過程設(shè)計The First Period （Section A 1a;111c;2c;3a;3b;4） Step 1 Warming up (Bring some objects to the classroom, such as a scarf, a tennis ball or basketball, a diction

8、ary, a camera, a bicycle, a photo album and so on.)Display these things and ask the students what they think of them. T: (holding up the old scarf) What do you think of the scarf? S1: Its very old. S2: Its too boring. T: (holding up the photo album) What about this photo album? What do you think of

9、the photo album? S: (help the students to answer) Its very special. Do the same things using other things.Step 2 Presentation Tell the students: Boys and girls, now I need your help. My mothers birthday is coming. But I dont what I should get her for her birthday. Can you give me some advice? T: Wha

10、t should I get my mom for her birthday?(write it on the blackboard)Tell the students he/she can answer like this “How about?”or “Why dont you get her/buy a?”(write them on the blackboard)T: What should I get my mom for her birthday?S1: How about a scarf?T: No, its too boring.T: What do you think? Wh

11、at should I get my mom for her birthday?S: How about a camera?T: That sounds good.Make the same conversations as the above. Write the gifts and the comments on the blackboard, like too expensive, too cheap, too boring, too personal, not special enough, not creative enough, good idea, sounds good and

12、 shell like that.Step 3 PairworkTell the students : suppose your mothers birthday is coming. What should you get your mom for her birthday? Ask and answer question like above in pairs. As they practice the conversation and make their own conversations, move around the classroom and check their work.

13、Check the answers by calling on different pairs of students to present their conversations to the class.Step 4 PairworkTell the students: Think of a friend or a family member who is having a birthday soon. Then discuss with your partner what to get him/her for his/her birthday.Then have the students

14、 work in pairs. As they practice the conversation and make their own conversations, move around the classroom and check their work.Check their answers by calling on different pairs of students to present their conversations to the class.Step 5 Pairwork Ask the students if they have ever received gif

15、t for their birthdays. The students may answer “Yes”. Then ask one student in order to present this conversation: T: Whats the best gift you have ever received? S: T: When did you get it? S: (help the students to answer) On birthday. T: Who gave it to you? S: T: What a lucky guy! (have the students

16、repeat )Have the students work in pairs. As they practice making their own conversations, walk around the room and give help where needed.Then check the answers by calling on different pairs to present their conversations to the class.Step 6 Pairwork (students book activity 3a)Point out the chart in

17、 activity 3a. Ask the students the column headings and the names of the four people. Tell the students , In this activity we will talk about what the best gift he/she has ever received, when they received it and who gave it to him/her.Ask the students to work in pairs. Ask student A in each pair to

18、look at the chart on page 62 and student B to look at the chart on page 86. Have the students work in pairs to fill in the charts. Walk around the room and give help where needed.Check the answers by calling on different pairs of students to present their conversations to the class.Step 7 Pairwork S

19、ay, Im going to make a special meal. You can guess who it is for. Tell the students to guess like “Is it someone in your family?” “Is it your mother/father?” T : Im going to make a special meal. S: Is it someone in your family? T: Yes, it is. S: Is it your mother? T: No, it isnt. Have the students w

20、ork in groups. Tell the students one can say Im going to buy a scarf or do other things. Ask the others to guess what that is for. As they make their conversations, walk around the room and give help where needed. Check the answers by calling on several groups to show their conversations.Step 8 Summ

21、ary Say , in this lesson we learned how to compare qualities and give advice, using what should I get for? Why dont you get her a ? Why dont you buy a? Why not buy a ? How about doing sth? What about doing sth?Step 9 Feeding back Tell the students to do some exercises. 一. 單詞填空1. My mother gave me a

22、watch on my _ (twelve) birthday.2. Why dont you buy a photo a_ to your friend?3. Its my _ (person) secret.4. What about _ (buy)a camera for him?5. This is the _(beautiful) gift I have ever received.二. 句型轉(zhuǎn)換6.Why not get a MP4? （變同義句） Why _you _ a MP4?7.Yesterday my father got me a dictionary.(劃線部分提問)

23、 _ _ your father _ you yesterday ?8. How about going shopping? (改為同義句) _ _ go shopping ?9. The boy is very young. He cant teach himself.(改為同義句) The boy _ old _ to teach himself .三. 翻譯句子 10. 我弟弟曾經(jīng)受到的最好的禮物是一塊手表。 The _ present my brother _ ever _ is a watch.11. 你給他買的那件禮物不夠特殊。The gift you brought him is

24、nt _ _. 12. 去散步怎么樣？ _ _ _ for a walk? 13. 你為什么不買這雙鞋。 它太便宜了。 _ _ you _ this pair of shoes? They are too cheap.Homework 1. Remember the words, phrases and sentence patterns.2. Make a conversation with your partner using the new knowledge. 3. Finish self-check 1.The second period (Listening Section A 1

25、b;2a;2b; Section B 1a-2c)Step 1 Warming up Check the homework-Self check 1. Say, in last lesson we learned how to compare qualities and give advice. Now , show your conversations. Call on some pairs to show their conversations.Step 2 Listening (activity 1b ) Say, today we are going to do some listen

26、ing practice. Ask the students to look at 1b on page 60. Tell the students listen and number the comments in the order you hear them. Play the tape for the first time and have the students listen and number the comments. After listening, check the answers. Play the tape for the second time. Have the

27、 students listen and repeat. Tell them to pay attention to the intonation and pronunciation.Step 3 Listening (activity 2a;2b) Have the students look at the chart in activity 2a. In each conversation, who is the person shopping for? Put a check in the correct column. Play the tape for the first time.

28、 Have the students listen and check the correct person. After listening, check the answers. Have the students look at the chart in activity 2b. Tell the students, for the second time listen and write the suggestions and comments in the chart below. Play the tape again. Have the students listen and w

29、rite the suggestions and comments in the chart. After listening, check the answers. Play the tape for the third time. For this time, students listen and repeat. Tell the students to pay attention to the intonation and pronunciation.Step 4 Groupwork (section B activity 1a; 1b)Have the students look a

30、t the picture in activity 1a. Ask the students, what do you think of the animals? Which of these animals would be good pets? Which would be bad pets? Have the students write them in the diagram and compare their choices with their classmates.Ask the students to make a list of pets they can think of.

31、 Then talk about them in groups, whats the most popular pet? Whats the most unusual pet? As the students work in group, walk around the room and give help where needed.Call on several students to say their comments to the class.Step 5 Listening (activity 2a;2b)Have the students look at the chart. Re

32、ad the names of the pets and the comments.Before playing the tape, tell the students to number the pets in the order they hear them. Write the numbers on the lines in the chart. Play the tape for the first time. After listening, check the answers.For the second time, tell the students to listen and

33、draw lines to match the pets with the comments. Play the tape again. After listening, check the answers.Play the tape the tape for the third time. This time, have the students listen and repeat.Step 6 Pairwork (activity 2c) After listening, ask the students, what do you think is a good pet for you?

34、And tell the reason. Some students may give their answers. Continue to ask, what do you think is a good pet for a 6-year-old child? Have the students look at the chart in 2c. Ask two students to read the questions and answers to the whole class. Ask the class work in pairs. Tell them they can use th

35、e comments in activity 2b or use their own ideas. As they make their conversations, walk around the room and give help where needed. Ask the students to pay attention to “tooto”(太而不能)Ask a few pairs of students to practice their conversations for the class.Step 7 Summary Today we practiced how to co

36、mpare qualities in listening practice.Step 8 Feeding back一. 單詞填空1. Its my _ (person) secret.2. She is _ (lucky) to have the chance to go to England to study English.3. Today is his _ (nine) birthday.4. Why _ (not get) him some CDs?二. 句型轉(zhuǎn)換5. How do you like that CD?_ do you _ _ that CD?6. She is a ve

37、ry beautiful girl._ _ _ _ she is!7. Why not get her a scarf?_ _ you _ her a scarf? 三. 根據(jù)漢語意思完成英語句子。8. 我想對于一個6歲的孩子來說狗是好寵物。I think a dog is a good _ _ a _ child.9. 這首歌太難了，我唱不了。 The song is _ difficult _ _ _ sing.10. 狗很容易照看的。 The dog is easy _ _ _ _.Homework1. Read the passage in Self-check 2 and try t

38、o write about the most popular gifts among your family and friends.2. Remember the words, phrases and sentence patterns. The third period(Self check 2; Section B 3a-4)Step 1 Revision Check the homework-Self check 2. Have the students read the passage on their own. Then ask one student to read the wh

39、ole passage to the class. Next the teacher can read the passage to the whole class, and pay attention to the intonation and pronunciation. At the same time, ask the students to pay attention to these phrases: be given away; rather than and instead, instead of doing sth.Finally, ask if anyone can rea

40、d his passage to the whole class. Step 2 Warming up Say, I know all of you like to receive gifts. Ask the students, do you like to keep an animal as a pet? Some students may say “Yes”. Continue to ask, what kind of animal do you want to keep as a pet? The students may give different answers. Then as

41、k, do you think pot-bellied pigs are popular? Maybe most students can understand why to keep pigs as pets. Tell the students the trendiest kind of pet these days is the pot-bellied pig. Make sure the students understand the word: pot-bellied.Step 3 Reading Ask the students to look at activity 3a. Ha

42、ve them read the two questions. Make sure they understand advantage and disadvantages. Play the tape while students read the passage quietly. While reading, try to guess and understand each new word. Have the students read the passage a second time and find the answers to the questions. If they cant

43、, have them read it again. Then check the answers. Next play the tape again. Have the students listen and repeat. Pay attention to the intonation and pronunciation. Draw students attention to “enough”: creative enough (夠有創(chuàng)意)；enough time(足夠的時間)。Step 4 Writing Ask the students, do you like mice? The s

44、tudents may say “no”. continue to ask, what about hamsters? Do you like hamsters? Do you like to keep hamsters as pets? Make sure the students know the word “hamster”. Ask the students to look at 3b. Read the instructions to the whole class. Have the students read the notes about hamsters. And then

45、try to write an article about them. As the students are writing, walk around the room and give help where needed. A few minutes later, call on several students to read their articles to the whole class. Step 5 Groupwork Ask the students, what pets do you want to keep? The students may give different

46、 answers. Continue to ask them, what are the advantages and disadvantages of keeping such a pet? Maybe the students cant give the exact answers. Draw students attention to activity 4. Read the instructions to the students. Then have them talk about the advantages and the disadvantages in groups. Whi

47、le talking, walk around the room and give help where needed.Step 6 Feeding back一. 單詞填空 1. We must keep our classroom c_. 2. What are the _ (優(yōu)點)and _(缺點) of keeping pets?3. His idea sounds _ (完美的)。、4. Keeping a turtle as a pet is _ (不尋常的)。二. 句型轉(zhuǎn)換 1. You must take care of yourself. （改為同義句）You must _ _

48、 yourself. 2. Playing with my pet is a lot of fun.（改為同義句）_ a lot of fun _ _ with my pet.三. 根據(jù)漢語意思完成英語句子 1. 我沒有足夠的時間陪你消磨。I dont have _ time to _ with you. 2. 我們今天不吃肉而改吃魚怎么樣？Shall we have fish _ _ meat today?3. 人們寧愿去買一輛新車而不愿去修理它。 People prefer _ _ a new car _ _ repair it.Homework1. Activity 3c. What k

49、ind of animal do you like? Write a magazine article about the animal, but dont say what the animal is.2. Remember the new words.The fourth period (Why dont you learn to sing English songs?)Play some music before class. Its best to listen to English songs.Step 1 Revision 1. Check the homework. Have a

50、 dictation.2. Ask several students to read their article.Step 2 Warming up Tell the students that this is an English song. Ask them, do you like the music? The students must answer “Yes”. Continue to ask, how many English songs can you think of? And which are your favorites? Ask several students to

51、give their answers.Ask the students, do you think its useful to listen and sing English songs? The students may say “Yes”. Then another question, how can singing English songs help your English? Maybe its a little difficult for the students to answer. Have them talk about the question in groups. Whi

52、le talking, walk around the room and give help where needed. Next, ask several students to give their answers.Finally summarize: Singing English songs is a good way to learn English. Why dont we learn to sing English songs?Step 3 Reading (Section2 While You Read) Tell the students, now lets read Why

53、 dont you learn to sing English songs? Ask the students to read quietly quickly for the main idea: What does the article tell us? Two minutes later, check the answer (Singing English songs is a good way to learn English.). Have the students read a second time, and grasp the details of the article. F

54、irst read the chart in activity 3a and these questions:1. How many singers entered the contest?2. How old were the singers?3. Who won the contest?4. Why did Jiang Wei win?5. Can you list some good ways to learn English well? After reading, ask the students to finish the chart and answer the question

55、s. Then check the answers. Help them find the answers in the article.Tell the students to read for the third time carefully and find the phrases below:1.全中國，中國各地 2. 在舞臺上看上去很自如3. 與一樣好 4. 男/女子比賽的獲勝者5. 6個月前 6. 取得很大進(jìn)步7. 鼓勵某人做某事 8. 聽說9. 對感興趣 10. 說英語的土著人11. 與某人交朋友While the students are reading, walk around the room and give help where needed. A few minutes later, check the answers.Step 4 Feeding back Ask the students to close their books. Say, lets see what you remember about the article. Write a summar