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2019年八年級英語下冊 Unit 8 Why don’t you get her a scarf教學設計 人教新目標版 課時安排6課時 第一課時： Section A 1a - 2c . 第二課時： Section A Grammar focus- 4. 第三課時： Section B 1a – 3b. 第四課時： Section B 3c-4, Self-check 第五課時： Reading Section 1, Section 2. 第六課時： Reading Section 3, Section 4. 單元目標與要求 1. 認知目標 A）掌握有關禮品和寵物的詞匯：如photo album, mouse-mice, spider, hamster, pot-bellied, rabbit, snake, turtle,及表建議suggestion及評論ment的personal, special, trendy, perfect和其他一些詞匯。 B）掌握表建議的句型：What should I do…. ? Why don’t you do …? Why not do …? What about doing …? How about doing …? 掌握表評價的句型：That’s a good idea. That’s boring. That’s too personal. That’s not creative enough. That’s not interesting enough. That sounds good. C）運用Present perfect tense來描述事情。 2． 能力目標：讓學生學會如何詢問對方意見，如何提出建議，如何就別人的建議發(fā)表看法。利用多媒體，采用任務型教學法，通過競賽等形式，充分調動學生的積極性，讓學生自主掌握教學目標。 3． 學習策略和思維技巧：通過聽取特定信息和合作，培養(yǎng)學生團結協(xié)作精神。 4． 情感目標：學習一些英語國家的背景知識，如有關母親節(jié)的知識，對學生進行親情教育。以及了解不同國家對寵物的看法和送禮禮儀的習俗等，讓學生更懂得和了解如何去保護動物，如何去關心和珍惜身邊的的人和事，激發(fā)愛的情感。 。A 第一課時 l教學內容與分析 ?教學內容：Make a list ; Listen and write ; Pairkwork ?教學目標： a. 能夠談論：How do you get to school? b. 掌握各種交通工具的英語表達法。 c. 能夠聽、說、認讀句子：A：How does Bob get to school? B：He takes the train. 并能用熟練地運用這些句型對不同交通工具的使用進行談論和比較。 l教學重點、難點分析： ?教學重點：能夠聽、說、讀、寫各類交通工具并在實際情景中會運用How do you get to school?句型進行交際活動。 ?教學難點：take \ ride the \ a … to + 地點 = go to + 地點 + by … walk to +地點 = go to + on foot l 課前準備 ?教師準備 多媒體課件或教學掛圖。 ? 教師準備磁帶和錄音機。 l 教學設計 教學步驟 建議和說明 Step Ⅰ Warming-up and Revision 1. Enjoy the English song "Over the mountains (driving)" 2. Greetings and free talk. Step Ⅱ Lead in 1. Listen and guess what it is. Listen and guess what it is. Revise the old words and teach the new words. 2. Guessing game The teacher say a sentence ask the students to guess what kind of transportation it is. a. ---It is like a bike but goes much faster. ---A motorbike. b. ---It is like a train but goes under the ground. ---A subway. c. ---It goes in the water. ---A ship or a boat. d. ---It takes you about three hours to go to Beijing from Shenzhen by it. ---A plane. e. ---It can take people to the moon. ---A spaceship. f. ---It is very useful, you may ride it to school. ---A bike/ bicycle. 3. There are so many transportations around the world. What kind of transportation do you like to choose ? Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao/Paris….? Help the students answer: I take the subway./take the bus take a minibus /take a taxi take the train / take the plane take the ship/take the car ride my/a bike ride a motorbike/walk Step Ⅲ To work in pairs, ask and answer Ask the students to work in pairs. A: How do you get to school? B: I walk to school. I ride a bike to school. I take a bus to school. I take a car to school. I take the subway to school. I take the train to school. Step Ⅳ Presentation 1. Enjoy a good flash named "How does Emilio get to school?" 2. First ask two students to ask and answer in pair. Then ask the other students “how does he/she get to school?” He/She takes the subway. /…… rides his/her bike…… walks. Step Ⅴ Group work Ask the students to do group work. A: How do you get to school? B: I take the bus. /… ride my bike/ bicycle. walk. C: How does he /she get to school? He/She takes the bus/… rides his/her bike/bicycle. walks. Step Ⅵ Work on 1a and 1b. 1. To do Section A 1a look at the picture and write down the way of transportation. 2.To listen to the tape and finish 1b . . Step Ⅶ Presentation Ask “how does Bob get to school?’ Help them answer he takes the train. Then ask “how does Paul get to school?” "He walks." Say Paul usually walks to school. He goes to school on foot. Show some pictures to students. Ask them to say like this. My father rides a bike to work every day. =My father goes to work by bike every day. Step Ⅷ To work in pairs, ask and answer Show some pictures to the students then ask then to work in pairs. A: How do you get to......? B: I take/ride/walk...... I get to school...by.../on... Step Ⅸ Summary Take/ride the/a ...to+地點=go to +地點+by.... Walk to+地點=go to +on foot e.g. He often takes the subway to work. =He often goes to work by subway. 注意：當home, here, there 作地點時 to 不要。 Step Ⅹ Discuss What should I take if I go to Xianmen for vacation? Why? Which is the fastest way and which is the cheapest way? Step Ⅺ Homework 1. Copy the new words. 2. Make a survey: How do your relations go to school/work? 3. Make a report according your survey. 通過英文歌曲，營造氛圍，培養(yǎng)學生學習英語的樂趣，培養(yǎng)學生的語言節(jié)奏感和培養(yǎng)創(chuàng)造能力。 此處采納了源自于生活場景的各類交通工具的音效。充分利用現成的教學資源，方便、實用。真實的情景使學生容易產生學習英語的欲望，直觀的教具容易吸引學生的注意力，提高的學習效率，同時有助單詞的記憶。 隨后的GUESSING GAME對學生來說容易接受，使大部分孩子有體驗成功的機會。 真實的環(huán)境有助于孩子們語言的輸出。 簡單易操作的活動可以起到事半功倍的效果。孩子們不僅可以掌握語言的表達方式，而且可以增進彼此的了解。 欣賞完flash之后教師Ask some questions about it.然后再由學生們小組操作。 通過生動有趣的畫面進一步鞏固所學知識，拓展學用渠道，使學習與生活緊密結合。操作過程中須注意單數第三人稱動詞的用法。 團隊活動可以打破語言使用范圍的局限性，盡可能的使用所學的知識點，達到學以致用，而且孩子們可以了解更多的同學的情況，增進彼此的了解。 鍛煉學生的聽寫能力，加深對新單詞的記憶。 意在告訴學生：同樣的一種東西可以有不同的表達方式 培養(yǎng)學生運用語言的靈活性，學生可以選擇自己擅長或喜歡的方式來表達自己。 反復的操練讓學生可以當堂掌握本課時知識點。即使接受能力較弱的學生也有能力來參加，增強他們學習英語的信心。 總結歸納去某地的不同表達方式 拓展學生的語言思維能力和表達能力，活學活用。 第一課時 l教學內容與分析 ?教學內容：Section A 1a-2c ?教學目標： 1.認知目標 A Vocabulary: suggestion, personal, special, ment, scarf, camera, album B) Sentence: Suggestions: What should I do…. ? Why don’t you do …? Why not do …? What about doing …? How about doing …? ments: That’s a good idea. That’s boring. That’s too personal. That’s not creative enough. That’s not interesting enough. That sounds good. 能用熟練地運用這些句型對不同的事物進行談論和比較。 l教學重點、難點分析： ?教學重點：能夠聽、說、讀、寫各類禮品的并在實際情景中會運用What should I do…. ? Why don’t you do …? Why not do …? What about doing …? How about doing …?句型進行交際活動。 ?教學難點：如何熟練運用這兩種句型于實際生活中。 l 課前準備 ?教師準備 多媒體課件或教學掛圖。 ?教師準備磁帶和錄音機。 l 教學設計 教學步驟 建議和說明 Step 1 Warming-up and Revision 1. Greetings and free talk. 2. Enjoy the English flash “Party time”. Step 2 Guessing Teacher says “In the party, we usually have gifts.” Show a picture to relax, let the students guess “What is it?” Till the students guess it. (It’s a gift box.) Step 3 Lead in 1. Teacher asks:” What kind of gifts do you know?” Collect Students’ answers to revise the names of the gifts. Then show some on the picture and teacher a new word “ photo album”, ask: “What kind of gifts do you like?” Revise “I like…” 2. Then ask the students: “What do you think of the gifts?” Let Ss say their opinions freely, and teacher presents “That’s too boring/personal. and That’s not special enough.” Write the new words and new sentences on the Bb. 3. Show a calendar of May, and tell them May 14th is just the second Sunday in May, it’s a special day. Ask: “Do you know what day it is?” Present “Mothers’ Day”. Say: “On the special day, what should we get our mums?” Students talk freely. Teacher can give them a suggestion, “ If we aren’t sure, would you mind going to a gift shop?” Then with the picture and teach how to give suggestions and ments, present the suggestions, like: “Why don’t you get her…/ Why not get her…? What/How about getting her a….? You could get her …” and ments, like: “That’s too…/That’s not …enough. Or “That sounds great./ Good idea./..” Step 4 Work in pairs, ask and answer Look at the pictures, Make a drill in pairs one by one. Step 5 Practice This time, let students talk about getting their mums gifts freely. And ask some pairs to practice in front of the class. Step 6 Listening T: You will hear two boys talking about buying a gift. Then play the tape first, and check the answers. Play it again, Ss repeat it and fill in the blank. Ask some pairs to act it out. Step 7 Enjoying a flash T: On the birthdays, what should we sing? Play the flash to relax. Step 8 Task 1：Make a conversation Make a conversation of buying a gift for your friend or your family member.( The Ss can choose one, my friend or my sister) Work in pairs. After several minutes, share some of their conversations. Step 9 Listening Work on 2a and 2b. “You will hear three conversations. After each conversation, put a check after the name of the person who is going to get the gift.” Check the answers. Step 10 Task 2 Group work Four Ss as a group. “I want to spend 100 yuan to buy presents for my nephew and grandma. What do you think I should get? And tell me the reasons.” Give them some minutes and ask some groups to practice it. Step 10 Homework 1. Revise the new words and sentences. 2. Finish the exercises in the Exercise Book. 3. Make a conversation: “What’s the best gift for your teachers on Teachers’ Day” 4. Bring their favorite gift they have got. 通過動畫，激發(fā)學生學習英語的樂趣，創(chuàng)設愉快的氛圍。 通過猜圖既活躍氣氛，又很自然地引出下面的內容。 。 操練由易到難，讓學生容易接受。 簡單易操作的活動可以起到事半功倍的效果。孩子們不僅可以掌握語言的表達方式，而且可以增進彼此的了解。同時為學生下一步的練習作鋪墊。 通過生動有趣的畫面來放松一下情緒。 團隊活動可以打破語言使用范圍的局限性，盡可能的使用所學的知識點，達到學以致用，而且孩子們可以了解更多的同學的情況，增進彼此的了解。 板書設計 Unit 8 Why don’t you get her a scarf ? What should I do…. ? scarf: Suggestions ments dictionary Why don’t you do …? That’s too boring camera Why not do …? That’s too personal. photo album What about doing…? That’s not special enough. calendar How about doing …? That sounds good. personal That’s a good idea. special 第 二 課 時 l 教學內容與分析： ?教學內容：Section A (Grammar focus-4) ?教學目標： 1. Knowledge Objects (1)Key vocabulary：receive, give-gave, guy (2)Key structures: What’s the best gift… have/ has ever received? When did… get it? Who gave it to… 了解對不同的人群送不同的禮。 2. Ability Objects To train students’ reading skill and oral practice skill. 3. Sensibility and Value To be able to municate with others in English in our daily life. l 數學重難點： ?本課需要重點掌握句型： 現在完成時What’s the best gift… have/ has ever received?的用法。 When did… get it? Who gave it to… 要求學生能替換關鍵詞造新句并在實際情景中自如運用。 ?本課時的難點是： 學生能運用新句型并在實際情景中自如運用。 l 課前準備： ?本課時的教學課件（或一幅教學掛圖）。 ?相關的錄音磁帶及錄音機。 ?讓學生課前準備好自己所帶的禮物。 l教學設計： 教學步驟 建議和說明 教學步驟 建議和說明 Step 1 Warming-up and Revision 1． Greetings and free talk. 2． Enjoy a chant. “What should I get for my…?” What should I get for my teacher? Why don’t you get her a scarf？ Oh, that’s too personal. Why not get her flowers？ That sounds good. Good, good, good. What should I get for my sister? How about getting her a bike？ Oh, that’s not special enough. What about a photo album？ That sounds wonderful. Wonderful, wonderful, wonderful Step 2 Grammar focus Sum up about the suggestions and ments we learned in last lesson. Suggestions: Why don’t you …？Why not …？How about …？ What about …？You could … ments: That’s not interesting/special enough. That’s too boring/expensive. That sounds great./ That’s a good idea. Step 3 Discussion 1. Show the different aged persons : your teacher, your sister( a 6-year-old girl), your best friend (a 14-year-old boy), your mum. Ask: What’s the best birthday gift for them? 2. In groups, Ss talk about it. Then share their ideas in class. Teacher gives the result: Different aged people, we should get them different gifts. Step 4 Lead in 1. Teacher takes out a watch, and tell them, “I have ever received some gifts, but this is my favorite. Because when I first went to work, my father gave it to me. I think it’s very useful. And I think I’m a lucky guy, because my parents always love me.” While saying, write the new words on the Bb. And teach them. 2. Then teacher can ask one of the Ss, “Have you ever received some gifts? What are they? What do you think is the best? Why? When did you get it? Who gave it to you?” Present the new dialogue on the Bb as an example. And practice with others. Step 5 Guessing game 1. Show a picture of a girl called Vera. It’s her 12th birthday today, she received many gifts from her friends and family. 2. Look at the picture, and guess what does she think is the best gift for her? 3. Show the picture, tell them the result. Step 6 Pair work In pairs, work on 3a. After that, Ask some pairs to practice and fill in the chart. Step 7 Task : Share their best gift In groups, take out their favorite gift they have received, and share their gifts together. Later, ask some to report. Step 8 Make a survey 1. T: You see, you all have received some gifts from your parents on your birthdays, but do you know your parents’ birthdays? Make a survey in class, see how many Ss know their parents’ birthdays, and get them gifts. 2. Then encourage them to do something on their parents’ birthdays. “What will you do on your mother‘s or father’s birthday?” Make an interview to their classmates freely, and learn to report the results. Collect some answers, then teacher can say: “As a student, the best gift for your parents is studying hard every day. So love your parents.” Tell them they can also write a letter to their parents if they have some words to say to their parents that they can’t say it out. Step 9 Homework 1. Finish the exercises in the books. 2. Make a survey: How much do you or your friends spend on your birthdays or every festival? 通過chant，既激發(fā)學生學習英語的樂趣，又達到復習內容的目的，同時創(chuàng)設了愉快的氛圍。 。 通過回憶，復習和落實所學的內容。 通過討論，孩子們不僅可以掌握語言的表達方式，而且可以培養(yǎng)學生的團隊合作精神。 通過生動有趣的畫面來放松一下情緒。 通過猜的環(huán)節(jié)，活躍了氣氛，也加強了語言學習功效，順利步入下一環(huán)節(jié)。 團隊活動可以打破語言使用范圍的局限性，盡可能的使用所學的知識點，達到學以致用，而且孩子們可以了解更多的同學的情況，增進彼此的了解。 通過這一環(huán)節(jié)，教育學生也應學會感恩及心存感激，學會關心家人， 多與家人交流，并能為父母分擔事務，達到情感交融。 板書設計 Unit 8 Why don’t you get her a scarf ? receive- received What’s the best gift you have/ he has ever received? give- gave I have/ He has ever received … guy: person When did you get it? On my 12th birthday. Who gave it to you? My…. What a lucky guy! 第三課時 l 教學內容與分析： ?教學內容： Section B (1a-3b) ?教學目標： 1. Knowledge Objects (1)Key vocabulary：turtle; mouse; mice; spider; snake; hamster; rabbit, pot-bellied pig, trendy, perfect, advantage, disadvantage. (2)Listening practice 2. Ability Objects To train students’ listening, munication and writing skill. 3. Sensibility and Value To be able to love animals and speak in English in our daily life. l 數學重難點： ?教學重點 （1）Learn the new words of pets and the description. （2）Learn to talk about the pets in the real life and write them down. ?本課時的難點是：How to talk about and write about the pets in our real life. l 課前準備： ?本課時的教學課件（或一副教學掛圖） ?相關的錄音磁帶及錄音機。 l教學設計： 教學步驟 建議和說明 Step 1 Warming-up 1. Greeting and free talk. 2. Enjoy an English song “Pet song”. Step 2 Revision What to buy Vera for her birthday present/gift? T: Ann’s friend’s daughter Vera is going to have her 6th birthday party, she has many gifts now, so Ann doesn’t know what to buy for her. Can you give Ann some advice? Revise: the suggestions and ments. Collect the Ss’ answers and decide to buy a pet for her. Step 3 Lead in Show a picture of a pet house, Ask: “What animals can you see here? Do you like them?” Collect the names of some animals, and teach some new names of the animals “mouse-mice, rabbit, hamster, spider, turtle, pot-bellied pig” on the Bb. Then ask the Ss: “So many animals, what can be our pets?” Step 4 Work on 1a Talk about “ what animals would be good pets, bad pets or you are not sure”. Ss talk about it freely, and share their answers in class. Step 5 Group work In group of fours, talk about “What’s the most popular/ interesting/ unusual/… pet? Why?” Tell the class. See which group can be the most creative. Step 6 petition T: A game “Lucky number” Every number stands for one kind of pets except for one number with “ no animal”. When you get into the number, you should describe this kind of animals, and give you a flag, or no flag. Divide Ss into two teams between boys and girls. See which one can see the most animals, they are winners. Let’s do!” And during the game, write some description words on the Bb. e.g. trendy, perfect, clean. Step 7 Listening Work on 2a and 2b. Listen to the conversation and number the pets and then play it again, match the pet with the ments. Check the answers. Step 8 Make a survey T: “So many lovely pets, I only want to buy a dog as my pet, because it’s friendly and easy to take care of it. And what kind of pet do you and you friends want to buy? Why? Make a survey and tell us.” Several minutes later, let some to report their results. Step 9 Task: What’s the best pet for different aged people T: “ Now I know your favorite pet, what do you think is the best pet for a 80-year-old grandma and a 6-year-old girl? Look at the picture again. Choose different pets for people at different age.” Ss discuss in a group of four, and fill in the chart. Using the way of giving suggestions. Why don’t you …….? Why not …….? What about …….? How about …….? Shall we…….? You’d better ……. Step 10 Reading 1. Ask Ss “Have you ever kept a pig as a pet? Do you like pigs? Why or why not?” Then tell the Ss “Do you know in some foreign countries like Australia, pigs are the most popular pet. There is a kind of pig. It has an interesting name “pot-bellied pig”. Let’s go and read the article in 3a to know the pot-bellied pig.” 2. Before reading, give Ss two questions: (1) Why do you think pot-bellied pigs are popular? (2). What are the advantages and disadvantages of keeping such a pet? Ss read it quickly and answer the two questions. 3. Read it again carefully, do True or False. Check the answers with the Ss. Play the tape, Ss read after it. Then explain some new or difficult sentences if they have. 4. Exploring: Potbellied pigs are clean,highly intelligent and loving creatures. In fact, pigs in general are the fourth smartest animal in the world. Care of potbellied pigs is simple. Potbelly pigs and dogs are not friends If you get a pet pig and have a dog, NEVER leave them alone together. Step 11 Writing T: “In western countries, there are two kinds of pets very popular, one is the pot-bellied pig, the other i