源莲 山课件 w ww.5 Y
K J.cOm 英语八年级下Unit 2 What should I do? 单元总结课的教案资料 （一）本单元语言目标：
1. 谈论在学校和家庭中遇到的种种麻烦和问题。2. 为他人找到合理的解决办法，提出相应的建议。
3. 为自己的问题找到解决办法。
（二）重点单词：
1. play v. 播放 2. loud adj. 高声的；大声的 3. argue v. 争论，争吵 4. wrong adj. 错误的；有毛病的；不适合的 5. could v. can的过去式 6. ticket n. 票，入场券
7. surprise v. 使惊奇；使意外 8. other adj. 任一的；（两方中的）每一方的
9. except prep. 除；把......除外 10. fail v. 失败 11. football n. 足球
12. until prep. 到......为止 13. fit v. 适合，适应 14. include v. 包括；包含
15. send v. 发送，寄 16. themselves pron. 他们自己（反身代词）
（三）重点词组：
1. keep out不让......进入2. out of style不时髦的；过时的3. call sb. up打电话给......4. pay for付款
5. ask for要求6. the same as与......同样的7. in style时髦的；流行的8. get on相处；进展
9. as much as possible尽可能多10. all kinds of各种；许多11. on the one hand, ......（在）一方面，......
12. on the other hand, ......另一方面，......
（四）重点句型：
1. What should I do?我应该怎么做？2. You could write him a letter.你可以写信给他。
3. What should he do?他应该怎么做？4. Maybe he should say he's sorry.也许他应该说抱歉。
5. What should they do?他们应该怎么做？6. They shouldn't argue.他们不应该争吵。
（五）重点语法： 情态动词should的用法
should是情态动词，它的基本用法是必须和其他动词一起构成谓语。情态动词没有人称和数的变化，意为\"应该......\"。should（应当，应该）用于所有人称，表示劝告或建议。
eg. You should wait a little more.你应该再多等一会儿。
--- I have a very bad cold.我感冒很厉害。--- You should lie down and have a rest.你应该躺下，多喝水。
在这个单元中我们还学到用\"could\"表示建议，这时could不是can的过去式,而表示比should更加委婉的建议。
--- I need some money to pay for the summer camp.
---- You should/ could borrow some money from your brother.
（六）知识点讲解：
1. I don't have enough money.我没有足够的钱。
enough：adj.充足的、充分的，在句子中可作定语修饰名词，也可作表语。
eg. Do you have enough time? Six pieces of paper will be enough.
2. I argued with my best friend.我与我最好的朋友吵架了。
argue with sb.意为\"与......争吵，争论\" eg. He often argue with his classmates.
3. My clothes are out of style. 我的衣服过时了。
be out of style / fashion表示\"过时\"\"不合乎时尚\" 反义词是\"be in fashion\"表示\"合乎时尚\"
eg. He is aways in fashion. The sofa is out of style, and I don't like it.
4. Maybe you should call him up.
（1）maybe是副词，用来表示推测，译为\"也许，或许，大概\"。
eg. Maybe you are right. Maybe they will go out for a walk.
maybe不同于may be。maybe是一个词，是副词，may be是情态动词may加上动词原形be，意为\"或许\"，后接形容词、名词、代词等。eg. It may be true. He may be the man we are looking for.
（2）call sb up .打电话给某人
eg. I called up Zhang Hong at eight o'clock. 原句中him为代词，所以放在call和up之间，不能说成call up him。
eg. I'll call her up this afternoon. Could you ask him to call me, please.在这个句子中，省略up。
5. I don't want to surprise him. 我不想使他惊讶。
在这句话中surprise是个行为动词，可以说成\"surprise sb.\"，表示\"使......惊讶\"。
eg. The news surprises us greatly.surprised adj.惊讶的surprising adj.令人惊讶的
eg. I'm surprised to hear the news.It's a surprising gift, and I love it.
6. No, he doesn't have any money, either.不，他也没有钱。either的用法：用作副词，用在否定句或否定词组后加强语气，表示\"也\"，\"而且\"。 eg. He doesn't like singing, and he doesn't like dancing, either.
either用作代词时，常表示\"两者之中任何一个\"，常与短语连用或用作宾语。
eg. Either of them will agree with you.I don't like either of the books.
7. I need to get some money to pay for summer camp.
我需要一些钱支付夏令营。
（1）need是个情态动词，也可以是行为动词。
▲当它是情态动词时，后边直接加行为动词，表示\"需要\"，但need作情态动词时一般不用于肯定句。它一般用于否定句和疑问句中，例如：
①You need not meet him.你不必见他。②Need I repeat it?我有必要重复它吗？
对上一句的简略回答为：Yes, you need. No, you needn't.
▲此外情态动词must提问时，否定回答时为No, ... needn't。
例如：Must he finish the homework now? Yes, he must. No, he needn't.
当need作行为动词时，同其他行为动词一样对待，need后加不定式为\"need to do\"。
例如：I need to finish the work. 变为疑问句时，不能像它作情态动词时直接提前，而要加
助动词do/ does/ did等，例如： He needs to write many words.
改成一般问句：Does he need to write many words? 他需要写许多字吗？Yes, he does. No, he doesn't.
（2）（sb.）pay（money）for sth.为......而付款 （sb.）spend（money）on sth在......上花多少钱
（sth.）cost sb.（money）什么东西值多少钱
这三个短语都是表示付款。但pay, spend指的是\"人\"，主语为人，而cost指的是\"物\"，主语为\"物\"。
例如说他昨天花10元买了一本书。用以上三个短语分别为：
① He paid 10 yuan for the book yesterday. 他昨天为这本书付了10元钱
②He spent 10 yuan on the book yesterday. 他昨天花了10元钱（买）这本书。
③The book cost him 10 yuan yesterday. 这本书花了他10元钱。
注意以上三个动词的动词过去式为：pay---paid spend ---- spent cost----cost
Unit 2 What should I do ?
I. Teaching aims and teaching demands:
In this unit students learn to talk about problems and give advice.
II. Teaching key and difficult points:
A. Vocabulary argue, loud, original ,out of style, tutor, upset, adult,
Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone‟s house, every night
B. Target language
My brother plays his CD too loud. What should I do ? Why don‟t you talk to him about it?
C. Structures Modals could, should Why don‟t you …?(formulaic)
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. This unit is divided into seven periods.
Lesson 1 Speak and listen
Section A 1a---1c
I. Teaching aims and demands:
Students learn to talk about problems and give advice.
II. Teaching key and difficult points:
A. Vocabulary keep out , play, loud, argue, wrong, What‟s wrong ? out of style , could, should,
B. Target language
My brother plays his CDs too loud. Maybe you should buy some new clothes.
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity 1. Revision
Task 1. Dictation Task 2. Ask and answer.
Questions about future with will.
Activity 2. Presentation
This activity introduces some new vocabulary.
Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it.
Problem
I want to buy a new guitar but I don‟t have enough money.
Advice
1. Wait until next year.
2. Don‟t buy a guitar.
3. Borrow one.
4. Buy a used guitar.
5. Get a part-time job.
Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn‟t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and shouldn‟t.
Task 3. Ask the students to finish the task in 1a.
Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.
enough money : I don‟t have enough money to buy a bike.
Ask the students to write the problems in the serious or Not serious column.
Task 4. Talk about the answers.
Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.
Activity3. Listen and circle the problems you hear in activity 1a.
Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.
Task 2. Play the recording the first time. Students only listen.
Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.
Step4. Pairwork
Ask the students to look at the problems in activity 1a and make conversations.
Homework Make up your own conversations.2. Make ten sentences with could, should and shouldn‟t.
Lesson 2 Listen and speak Section A 2a---Grammar Focus I. Teaching aims and demands :
Students learn to talk about problems and give advice.
II. Teaching key and difficult points:
A. Vocabulary call sb. up, ticket, surprise, on the phone, What‟s the matter?
B. Target language
You could go to his house. You could give him a ticket to a ball game. What should I /he/they do ?
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Activity 1. Revision
Task1. Check the homework. Ask and answer. Task2. Revise the vocabulary.
Activity 2. Listening and circling .
Task1.Read the instructions. Learn the key vocabulary.
Read and repeat the phrases.
Task2.You will hear a conversation between Nari and a friend.
Play the recording twice and students circle the word ,Nari‟s friend uses to give advice.
Then check the answers.
Activity 3.Listening
Task 1. Read the instructions. Show students the example match.
Task 2. Play the recording again and check the answers.
Activity 4. Groupwork
Task 1.Read the instructions for the activity.
Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.
Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.
Task 4. Check the answers by calling on different pairs to say a conversation to the class.
Activity 5. Grammar Focus Review the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn‟t are used to give advice. Could is a less serious word than should.
Pay attention to the questions and answers, ask and answer loudly.
Homework: Review the conversation and the vocabulary. Write your own conversations on giving advice.
Lesson 3 Reading and writing
I. Teaching aims and demands : Students learn to talk about problems and give advice.
II. Teaching key and difficult points:
A. Vocabulary pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea
B. Target language
What should I do ?
Then I think you should get a part- time job.
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a picture
V.Teaching procedure
Activity 1. Revision
Task 1.Revise the vocabulary and the key structures.
Task 2.Dictation.
Activity 2. Reading and writing
Task 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.
Task 2. Ask four students to read the conversation to the class.
Ask the students to fill in the blank.
Then ask and answer in groups.
Activity 3. Pairwork
Task 1. Read the instructions.And then ask two students to read the sample conversationn.
Task2.Ask the students to say some ways to get money that aren‟t in the book.
Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.
Activity 4. Pairwork
This activity provides an opportunity for students to use the language of the unit to give advice.
Task 1. Read the instructions. Then ask two students to read the dialogue.
Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.
Homework 1.Review the vocabulary and target language.
2.Write your own conversations about problems and advice.
Lesson 4 Section B
I. Teaching aims and demands : Students practice using the target language.
II. Teaching key and difficult points:
A. Vocabulary original , the same as, in style, nicer, haircut, inexpensive, comfortable
B. Target language
I think Erin should tell her friend to get different clothes.
Friends shouldn‟t wear the same clothes.
They are the same as my friend‟s clothes.
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. Teaching procedure
Activity 1. Revision
This activity introduces the key vocabulary.
Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.
For example: T: What does original mean?
S1: Different from others. Not the same.
T: Correct. When something is original, it is not like all the others. Can you give an example?
S1:My watch doesn‟t have numbers on it. It has pictures of faces instead of numbers. My watch is original.
T: Correct. It‟s not like all the others.
Task 2.Point out the write-in line in front of each sentence. write VI if the statement is very important to you, write I if the statement is somewhat important to you, and write NI if it is not important.
Task 3. Talk about the answers with the class.
Activity 2. Listening
Task 1. Read the instructions. Point to the three items students will be listening for:
Say you will be listening to a radio advice program. People call in for help with a problem and other people call up with advice. They will be talking about one of these problems. Please chech the problem they talk about.
Task 2. Play the recording the first time. Students only listen.
Task 3. Play the recording a second time.Ask the students to put a check in front of these problems. Then check the answer.
Activity 3.Listening and writing
A. Listen carefully and fill in the chart with the advice that you hear .Then check the answers .
B. Listen again and fill in the chart. Then check the answers.
Activity 4. Pairwork
Task 1.Read the instructions. Task 2.Ask two students to read the conversation to the class.
Task 3. Work with the partners and say what do you think Erin should do.
Ask some pairs of students to say part of their conversation to the class.
Homework 1.Review the vocabulary .2.Write your own conversations about advice.
Lesson 5 Reading and writing I.Teaching aims and demands :
Students practice the target language by reading and writing.
II. Teaching key and difficult points:
A.Vocabulary except, upset, find out, do wrong, what to do, lonely, argue
B.Target language
What should I do ? You could be more friendly. You should try to be funny.
Everyone else in my class was invited except me. I‟m very upset and don‟t know what to do.
I just found out that my friends were planning a birthday party for my best friend,…
III. Teaching methods: Audio-lingual methods and Control-writing.
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision Task1. Check the homework. Ask and answer. Task2.Revise the vocabulary.
Step 2. Reading and writing
Task 1.Teach these words: except: Everyone has a bike except Jim. Everyone has a bike besides Jim.
find out: learn, Please find out where they live.
I can‟t think what I did wrong. I don‟t know what to do.
Task 2. Ask the students to read the instructions.
Task 3. Ask the students to read the letter and underline the problem on their own.
Correct the answers.
Step 3. Writing Task 1. Read the instructions.
Ask a student to say some of the advice they might give. Write the key words on the board.
Task 2. Ask the students to write the letters on their own.
Task 3. Ask some students to read their letters to the class.
Step 4. Writing on your own. 1. read the instructions. 2. ask the students to say some problems they might write about. 3. ask some students to read their letters.
Step 5. Groupwork 1.Ask the students to read the instructions. 2. Ask two students to read the dialogue.
3.Ask another pair of students to give their advice for one of the problems.
4.Ask students to complete the work in groups.5.Ask a few students to share the sample conversations.
Step 6.Self Check 1.Ask the students to do the exercises on their own .Then check the answers.
1. Read the letter and then write some advice.3.Ask a few students to read their letters of advice.
3. Just for fun. Ask two students to read the conversation to the class.
Homework 1.Review the vocabulary . 2.Finish off the writing exercises.
Lesson 6 Reading and writing
I. Teaching aims and demands : Students learn to master the reading skills.
II.Teaching key and difficult points:
A. Vocabulary until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…
B. Target language What should you do to relax?
Parents should learn to give their kids a bit more time to themselves.
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a tape-player
V.Teaching procedure
Activity 1. Revision Task 1.Revise the vocabulary and the key structures. Task 2.Dictation.
Activity 2. Before You Read Task 1 .Read the instructions.
1. Encourage the students to think about life outside school hours. List them on the Bb.
2. Ask the students to use the list on the Bb to complete the two boxes labeled „I do‟, and „I don‟t do-„. They are free to add any ore activities they do, or don‟t currently.
3. Ask a few students to share what they have written.
Task 2.Teach the students about using a dictionary.
1. Explain that a dictionary can help students learn independently.They can learn new words, how to pronounce them, and how to use them correctly.
2. Let the students to look up the words in the box.3.Have a brief memory quiz on all the words.
4. Discuss the points made in the Reading Strategy about using a bilingual ,learner‟s and electronic dictionary.
Activity 3. While You Reading
Task 1. Ask the students to read and notice the words they have just looked up in their dictionaries. Read the sentences to the class. Task2.Ask the students to read the passage loudly .
Homework 1.Review the vocabulary and target language.
2.Write your own conversations about problems and advice.
Lesson 7 Reading and write
I. Teaching aims and demands : Students learn to master the reading skills.
II.Teaching key and difficult points:
A. Vocabulary until, fit, as much as possible, pressure, complain, include, pushy, send, all kinds of, compare, crazy, adult, on the one hand, …organized, on the other hand,…
B. Target language What should you do to relax?
Parents should learn to give their kids a bit more time to themselves.
III. Teaching methods: Audio-lingual methods and Control-reading and writing.
IV. Teaching aids: a tape-player
V. Teaching procedure Activity 1. Revision Task 1. Dictation. Task 2. Read the passage to the class.
Activity 2. After You Read Task 1. Read the statements. Task 2. Discuss with your partners.
Task 3. Ask each group to report their ideas to the class.
Activity 3. writing
Ask the students to write a sentence of their own using the words from the box in Section1b.
Activity 4. Writing Task 1.Read the instructions.
Task 2.Review language used for advice.Then imagine you are Dr Alice Green.Write a letter to Cathy Taylor. Give advice about what she should do with her children.
Activity 5. Go for it !
1. Write Pressure on the Bb.Make a survey with two questions:
When do you feel under pressure? What should you do to relax?
2.If there is someone in your class who has a big problem, make a plan to help them.
Homework 1.Review the vocabulary . 2.Finish writing the letter.
初中英语八年级下册go for it 说课稿 Unit 4 文 章来
源莲山 课件 w w w.5 Y k J.Co m Period 4
Teaching procedures:
Step 1 Leading in
1. Greetings and free-talk .
2. Check the homework : Correct the answers .
Step 2 Pre-task SB Page 22 , Part 3 .
1. Read the instructions ,pointing to the article and the list of questions .
2. Scan the passage for the main idea .
T: Who found Linda‟s dog ? (the police officer‟s dog )
3. Read the questions by the Ss .Make sure they understand them .
4. Play the recording .Ss listencarefully.
5. Write answers to the questions .
6. Practice reading .
7. Correct the answers .
Step 3 While-taskSB Page 22 , 4a .
1. Read the instructions .
2. Look at the pictures .Discuss in groups .
3. Ask students to explain what is happening in each picture .
4. Complete the work on their own .Remind them to use times in their stories .
5. Share their stories .(If someone can‟t finish it in class ,do it as homework .)
Step 5 Post-taskSB Page 22 , 4b .
1. Read the instructions .
2. Read the times .
3. Pairwork : One is the police officer ,the other is the bicycle thief .Begin like this :
A: Where were you at … ?B: I was in the park .
A: What were you doing there ?B : … . 4. Show the role-plays to the class .
Homework :Finish Selfcheck , Part 3 .
1. 运用过去进行时态when / while 来描述上个星期日两人不同的动作，写出五个正确的句子 。
Time Action Linda Me
8:00 am
read English play football
12:00 am have lunch read newspaper
2:00 pm have a rest
play computer games
4:00 pm
play basketball sleep
6:00 pm
do homework watch TV
Period 5
Teaching procedures:
Step 1 Leading in 1.Greetings and free-talk . 2.Check the homework .
Step 2 Pre-task SB Page 24 , Groupwork .
1. Arrange the Ss in small groups .Ask them to look at the pictures and talk about the events .Encourage students to say how historical events affected their lives .
2. Tell the Ss to help each other with vocabulary they might need and don‟t know .
Step 3 While-task
1. Reading strategy :The title can be helpful for you to understand a text .It is also a good idea to read the first sentence of each paragraph before reading .
2. Read the title ,which gives an indication of the content of the reading .Think of one question they think might be answered in the reading .
3. Play the recording , Ss listen .
4. Ask Ss to read the story out to the class .
5. Ask Ss to comment on whether their questions in the previewing stage were answered .
Step 4 Post-task SB Page 25 , 3a . Read the four events and match them to the correct dates .When finished ,ask Ss to swap their book with a partner for correction .
Homework : Write about an event that you remember well .Give dates and say why you remember it ,and what you were doing at the time when you heard the news .
Unit 4 He said I was hard-working .
Teaching goals: 1. Vocabulary: hard-working ,report card ,can do better ,speaking ,listening ,average ,surprise .
2. Patterns: What did your math teacher say ?
He said he could speak three languages .
3. 直接引语和间接引语的转换。 4.写成绩报告单，并能将自己的成绩报告给他人。
Important and difficult points :
1. 新的词汇和习语。
2. 个人Report card 的写作。3. 直接引语转换间接引语中，注意一些关键动词的变化和人称代词的变化。
Teaching aids : teaching cards , pictures and a tape recorder .
Period 1
Teaching contents:SectionA 1a,1b,1c,2a,2b,2c,Grammar focus .
Teaching procedures :
Step 1 Leading in Ask several Ss what they are going to do after school .Write their sentences on the Bb .
Step 2 Pre-task
Say, These Ss talk about what they are going to do after school ,if you want to tell a friend what they said ,how would you tell him ?
Write the words “He said” and “She said” on the Bb .Say,We can use the words “He said” and “She said” to tell your friend like this :He/She said he/she was going to play basketball after school .Get the Ss to repeat .
Repeat this process with the other sentences on the Bb .
Step 3 While-task SB Page 26 , 1a .
1. Ask a student to read the four questions .
2. point out the TV screens in the picture .Ask one student to read what the person says in the first picture .Then ask another student :What did she/he say ? Help to answer :She/He said she/he was having a surprise party for Lana on Friday night .
3. Repeat with the other pictures .
SB Page 26 , 1c .Pairwork.First Ss work in pairs ,then ask some pairs to present their dialogues to the class .
SB Page 26 , 1b .Play the recording and correct the answers .
Step 4 Post-task SB Page 27 , 2a & 2b .
1. Ask several Ss to read these sentences .
2. Play the recording .Ss circle their answer . 3. Check the answers .
Step 5 Grammar Focus
1. Review the grammar box by ask Ss to say the statements .
2. Explain: In each case ,the direct speech talks about present situations and the reported
speech talks about past situations .
Step 6 Homework
用she/he said 将直接引语改为间接引语。
1. I am a clever girl . 2. I am having lunch at school .
3. I can dance well . 4. I play football every day .5. I don‟t like my younger brother .
Period 2
Teaching contents :SectionA 3a ,3b ,4 ,SectionB 2a ,2b ,2c .
Teaching procedures :
Step 1 Leading in Check the homework .Ask several students to read their sentences to the class .
Step 2 Pre-task SB Page 28 , 3a .
1. Read the article to the class . 2. Ask Ss to fill in the blanks on their own 3.Correct the answers .
SB Page 28 , Part 4 .Ss work in groups of four to complete the role plays .Ask a few Ss to show their role plays to the class .
Step 3 While-task SB Page 29 , 1a .
1. Read the sentences to the class and teach new words .Then ask Ss to check the sentences that are true for themselves .
2. Ask one student to read each sentence to the class and ask Ss to raise their hands if they checked that answer .
SB Page 29 , 2a & 2b .
1. Read the instructions to Ss .Make sure they know what to do .
2. Play the recording two or three times .Correct the answers .
Step 4 Post-task SB Page 29 , 2c .
Pairwork . In pairs ,get Ss to choose a report card from activity 2b to talk about .Then ask some
pairs to present their dialogues .
Step 5 Homework SB Page 28 , 3b .Ask Ss to write anything they want .
Period 3
Teaching contents: SectionB 3a , 3b , 3c , 4 , selfcheck .
Teaching procedures :
Step 1 Leading in Check the homework .Ask several students to read their episodes to the class .
Step 2 Pre-task SB Page 30 , 3a .
1. Read the instructions and ask Ss to read the letter on their own and write Alan‟s name on his report in activity 2b . 2. Correct the answer .
SB Page 30 , 3b .
1. Get Ss to use the information from activity 2b to write a letter to a relative or a friend about their report cards .
2. Ask a student to read his or her completed letter to the class .Orally correct any mistakes .
Step 3 While-task SB Page 30 , 3c .Ask Ss to write their own report cards .While Ss work ,walk around and offer assistance if necessary .
SB Page 30 , Part 4 .
1. Get Ss to make up their teachers comments .
2. Pairwork. In pairs ,talk about their report cards . 3.Ask several pairs to share their conversations .
Step 4 Post-task
SB Page 31 ,Selfcheck ,Part 1.
1. Ask Ss to fill in the blanks on their own .2.Correct the answers. 3. Have Ss make sentences with the words .
SB Page 31 , Selfcheck , Part 2 .
1. Ask Ss to read the story . 2.In pairs ,have Ss to make conversations according to the story .
2. Ask some Ss to share their conversations with the class .
Step 5 Homework Ask students to write their conversations on their exercise books .
Period 4
Teaching contents: Reading :She said helping others changed her life .
Teaching procedures :
Step 1 Leading in
Ask Ss to think of people who need help and write some ideas .Then discuss with their partner .
Step 2 Pre-task SB Page 32 , Section 2 .
1. Have Ss read the passage first for meaning .
2. Ask Ss to read it again and fill in the blanks . 3. Check the answers .
Step 3 While-task SB Page 33 , Section 3 , 3a .
1. Ask Ss to read through again to find the relevant information for Yang Lei‟s students .
2. Ask Ss to complete the information under “you” , saying what is true for their own lives .
3. Have Ss discuss their answers with their partner .
SB Page 33 , Section 3 , 3b . In pairs ,ask and answer the questions .
SB Page 33 , Section 3 , 3c .Have Ss write a summary of the reading and share the summaries in groups of five .
Step 4 Post-task SB Page 33 , Section 4 .
1. Have a class discussion about the work each organization does .
2. Ask some Ss to say which organization they would like to work for and why .
Step 5 Homework Write the summary of the reading on their exercise books .
新目标英语八年级下册unit3第一课时说课稿 文章 来源莲
山课件 w ww.5 Y K j.Co M
新目标英语(Go For It)八年级下册第三单元
What were you doing when the UFO arrived? 说课稿
一、教材分析:
1. 位置和内容:这是新目标英语(Go For It)八年级下册第三单元第一课时。谈论如何使用过去进行时。如何使用过去进行时是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内容:SectionA(1a、1b、1c), SectionB (4b). 把这些内容组合在一起。 同时我也创造了一些便于进行沟通交流的情境，让学生学会使用过去进行时。 2．教学重点: 如何使用过去进行时。
3．教学难点: 如何在由when引导的时间状语使用过去进行时。 二、教学目标：
1. 知识目标：要求学生掌握使用过去进行时。
2. 能力目标：让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。
3. 情感目标：让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。 4.学习策略目标：设法使学生掌握使用英语进行交流，学习积极参与班级活动. 三、教学分析： 1. 说教法：
1)任务型教学法：给学生三项任务， 让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。
2)情景教学法：创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能力。
3)交易际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。 2. 说学法：
1)学生要善于把握机会,用英语进行沟通，大胆实践。 2)积极参加课堂活动，培养合作关系。 四.学生分析:
学生七年级下册就学过现在进行时, 并掌握如何使用现在进行时来描述日常活动, 而且掌握了一些日常活动的短语, 有利于他们学习过去进行时. 五. 教学过程的分析： 步骤1---组织
1）师生互相打招呼； 2）值日生报告；
步骤2---复习（目的是复习现在进行时）
1）显示三幅画面在屏幕(一学生在弹吉它,一学生在打蓝球,一些人在聚会,一人在玩电脑). 问： 他们在做什么?
2. 引导学生到实际情况中；问一男学生：请问你在做什么? 学生可能回答：我在听你说话。告诉全班同学：他在听我说话。和另一个女生重复操练这一个句型，然后尝试用现在进行时和全班一起操练不同的人称。
3.学生使用现在进行时进行小组对话。 步骤3---引入： 给学生介绍过去进行时。
1. 让学生A离开课室, 并在门口等候, 然后让学生B在黑板上写字,学生C在课室内走动。接着叫A走进课室。
2. 问学生B：:你在干什么? 学生B回答:我在黑板上写字. (把B的回答写在黑板上。重复这一个对话对C进行提问，并把C的回答也写在黑板上。接着问B：刚才当A走进课室的时候你在做什么？此时老师要帮助学生一起回答并把答句写在黑板上。并告诉全班同学当A走进课室的时候B正在黑板上写字。并让全班同学重复这句话。重复这个对话询问C当A走进课室的时候他在做什么？询问其它学生当A走进课室的时候他们又在做什么？并帮助学生一起回答。
3. 告诉学生黑板上的句型就是我们今天学习的重点---过去进行时 介绍过去进行时。
B：I am writing on the blackboard.
I was writing on the blackboard. C： I am walking in the room. I was walking in the room.
4 比较: 过去进行时与现在进行时。(作比较可以让学生有深刻的印象) 时态 现在进行时 过去进行时
用法 表示现在正在进行的动作 表示过去某个时刻正在进行的动作 结构 is/am/are + doing was/were + doing
例句 I am having an English class I was having an English class. 步骤4---教授新课: SectionA(1a、1b、)
1． 屏幕上展示照片 (图18页)。给学生介绍图片相关的情况。
2． 让学生通过听力了解图片中发生的相关事情。 (这一步骤是为了使学生了解课文，并且帮助学生能轻易完成下面的任务1) 步骤5---三个任务：
任务1:谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图中的剪头发的人问: 当飞碟到达的时候他在做什么。重复这一指令。
2. 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。 3．学生尝试把他们所讲的句子在练习本上写出来。 任务2:记忆比赛（让学生更加集中注意力在课堂上）
比赛是这样的:1. 展示十余张动画在屏幕上.动画按一定的时间先后出现。
2. 把全班同学分成三个小组. 如果学生知道答案,迅速起来回答，如果答案正确,那么他的团队能够取得10分.
任务3:用过去进行时描述图中的故事4b；
1. 显示照片在屏幕。画面是描述一个小偷偷走了一个女孩子的单车故事。提示学生在每一个画面都有时钟显示时间. 学生要利用时间进行描述.
2. 四个学生为一小组合作讨论这个故事的发展情节,每人负责一个场景. 3. 让一两个小组来描述这个故事.
步骤6--总结：在学生经过三个任务操练后,帮助他们总结过去进行时。 步骤7---作业:进行课后调查；
询问你的两个搭档昨天这个时候他们在做些什么. 下一节上课的时候做一个调查报告。
Blackboard Work
Unit 3 What were you doing when the UFO arrived? I am writing on the blackboard.
I was writing on the blackboard. I am walking in the room. I was walking in the room.
用法 表示过去某个时刻正在进行的动作 结构 was/were + doing 常见的
标志词 1) at 9 o’clock yesterday, from 8 to 9 yesterday morning at this/that time yesterday
2) 主句（过去进行时）＋ when + 从句（一般 过去时） 例句 1)I was cutting hair at 9 o’clock yesterday. 2)I was sleeping late when the UFO arrived.
新目标英语八年级下Unit6：SectionB 3a3b3c(Go for it 2A)说课稿
一、教材分析：
１、教材的地位及作用：
第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。
２、教学目标：（知识目标、能力目标、情感目标、学习策略目标）
知识目标：
１)学习单词：opposite, view, interest, most of, though, opinion, really
(２)掌握句子：Should friends be different or the same?
I like to have friends who are like me.
I like to have friends who are different from me.
能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：
①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。
②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
学习策略目标：
①善于抓住用英语交际的机会。
②积极参于，善于合作。
确立教学目标的依据：
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。
难点：文章中较难句子的理解及应用。
确立重点与难点的依据：
根据课程标准的要求，及本课在教材中所处的地位和作用。
二、说教法：
为了更好地突出重点，突破难点，我主要采用了：
1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。
2. 竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。
三、说学法：
1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue（每组都有一次机会），Revise words and phrases（每人至少一次），Act out the conversation（每组一次）。
2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。
四、说流程：
1.总体设计及依据
课前准备和复习（10分钟）－阅读（20分钟）－任务应用（8分钟）－写作交流（6
）－作业布置（1分钟）
依据：
⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据
StepⅠ课前准备和复习（10分钟）
1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟限时比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入做准备。
2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。
3. 学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。
StepⅡ阅读（20分钟）
1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。
2. 划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律，
3. 完成表格，加深对文章的理解。
What kind of friend he/she likes
The same as best friend
Different from best friend
James Green
Huang Lei
Mary Smith
StepⅢ任务应用（8分钟）
根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。
StepⅣ写作交流（6分钟）
对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。
StepⅤ作业布置（1分钟）
为了巩固课堂上所学知识，给学生布置课外作业：继续完成写作并完成自测部分练习。
3.板书设计（根据本课的重难点）
Unit 6 Section B 3a-3c
①Should friends be different or the same?
②I like to have friends who are like me/different from me.
③I’m quieter than he is.
Carol is really funny and more outgoing than I am.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
新目标英语新目标英语八年级（下）第10课说课稿 文 章
来源 莲山 课件 w w w.5 Y k J.cOM 一、说教材
1、教材的地位和作用
在单元第10课是一篇题为“ MAKF OUR WORLD MORE BEAUTIFUL \"的阅读教材，通过对环境保护这一话题的叙述增强学生环境保护的意识，懂得如何在日常生活中保护环境，文中主要运用现在完成时态的句子，其中也穿插了一般现在时和过去时，学生在特定的语境中感觉和发现英语时态的变化，从而达到正确运用英语的时态能力。
2、教学目的
教学大纲指出要从英语的学科的特点出发，激发培养学
生的兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
（1）知识目标
这一课的知识目标很明确，就是围绕“环境保护”这一话题，继续学习和巩固现在完成时态的用法，利用本课所学习的话题，把功能与语法教学紧密结合一起。
（2）能力目标
本课首先利用课前问题（pre-reading questions ），启发学生利用已有的知识经验，对课文内容进行预测，就有关话题开展讨论，通过阅读验证自己的推测，吸取信息，掌握新的知识，丰富经验，从而达到独立阅读的能力。
3、教材的重点、难点、关键
（1）重点：本课重点 在其运用完成时态的句子谈论环保这一话题。
（2）难点：对课文内容及时态含义的理解。
（3）关键：在于是否能突破难关，达到正确运用完成时态表达句意、理解全文的目标。
4、对练习的处理
全文分为三部分，每一部分安排几个问题供学生回答，让学生边阅读边理解全文从而锻炼了学生听、说、读、写四方面结合的能力。
二、说教法
为落实大纲的要求，为满足学生个性化的要求，培养学生听、说、读、写各方面的能力，
教师应从多层资助、多角度、多侧面进行，具体从教学方法和手段的多样性，本课教学应以以下方面进行。
1、阅读教学法
通过阅读课文，就有关问题开展讨论，吸取信息，掌握新的知识，丰富经验，通过一两个问题，让学生边读边寻找答案，要求学生 在阅读时尽可能多地掌握课文内容，了解课文大意，让学生再细读课文，就课文口头提出问题，对未教过的生词和习惯用语有的直接加以解释，有的鼓励学生推测其意思，养成学生“用脑思考”的习惯，具有独立阅读的能力。
2、听、说、教方法
通过听录音，对课文内容有最初的了解，从而有能正确回答老师对课文，提出的问题，讲解完后，还可通过录音，让学生的听力得到进一步的锻炼，还可让学生进行模仿练习，要语音和语调，，老师进行朗读指导，并让学生复述课文，达到英语教学中说的目标。
3、辅助教学—电化教学化
制作一些生动图片，如扔拉圾的、吐痰、画画在公共场所、砍树等破坏环境的场景，对应的保护环境的图片，如拾垃圾到垃圾费纸筒、种花栽树等，通过这些直观图片让学生正确运用完成时态表达句意及环境保护意识有所提高。
4、对比教学
通过损害环境和改善环境两方面进行对比教学。 Unit 7 Would you mind turning down the music？ I．教学目标
1．能使用目标语言礼貌的提出要求。2. 能使用目标语言表示歉意
3. 能写一张留言条。4..了解其它国家相关的文化背景。5. 能比较熟练的使用目标语言写一封complaint letter 可供教师参考的任务型活动 Sample 1: Show us
这是一个4-6人小组活动。通过这个活动，使学生们进一步了解和感受目标语言的情景。 把学生分成4-6人的小组。分别预备一个他们在日常生活中碰到的令人生气的情景。 操作建议
1. 组织学生们一起思考描述这些情景所需要的语言。 如一组学生表演吸烟的情景，教师 可以提供一个范例：Would you mind not smoking? Not at all. I’ll stop right now. 2. 学生们开始在课堂上展示他们设计的情景教师引导其它学生用目标语言来描述这些情
景。
3. 引导学生归纳目标语言。 完成任务所需要的语言结构
Would you mind not smoking? Not at all. I’ll stop right now.Would you mind tu
rning down the music? OK. I’ll do it right away.
Sample 2: Opposites
这是一个全班同学参与的游戏。在完成游戏的过程中，学生们进一步熟练使用目标语言。
操作建议
1． 把全班同学分成两个大组（Team A &Team B）。
2． 教师与两个组的四位同学做一个示范：
Teacher: Well, we are going to present an example. Make sure that you know how
to do it.
Student A1: Would you mind coming to class early? Student B1: Would you mind not coming to class late?
Student B 2: Would you mind talking softly?
Student A 2: Would you mind not talking loudly?(When a student from Team A makes a statement, a student from Team B says a sentence that means almost the same thing, but uses opposite language. A team gets a point each time a team
member says a correct opposite sentence.)
3. 确认全班同学都明确游戏规则后，开始活动。教师可以自己做记分员， 也可请一位
同学承担。
4．公布比赛的结果。
完成任务所需要的语言结构
Would you mind not smoking here? Would you mind turning down the music?
Sample 3: Finish the note on Page 54
这是一个两人小组活动。通过两个人的合作，完成这张留言条。目的在于通过这种指导性
的写作练习，学生们能书面使用目标语言礼貌的提出要求。
操作建议
1． 请一位同学读指示语。确认每位同学都已清楚任务要求。
2． 把下面三个结构写在黑板上：Would you mind……? Could you……? have to….. 3． 简单说明这几种结构都可以用来提出要求与请求。4． 指导学生共同来观察五幅图中描述的情景。5.小组活动开始。6. 请同学读本组的作品。教师和其他同学可一起点评。
完成任务所需要的语言结构
feed the dog cooking dinner go to the library/ return the book to the library do your homework
Sample 4: Write a polite letter complaining about three things to your new neighbo
ur
这是在self check中的一个活动。这个任务基本上把本单元的目标语言都包含在内。培养学
生综合运用语言做事的能力。
操作建议
1. 请一个学生读指示语。2. 组织同学观察图片并讨论图片中让人气恼的事情。3. 学生们开始自己的写作。4. 邀请一些同学宣读自己的作品。5. 师生点评。
完成任务所需要的语言结构 本单元的目标语言
Sample 5: Write a portfolio page with the title I can stand it!
这个写作任务是在前面几个任务的基础上，与学生的个人经历结合。培养学生创造性地使
用目标语言，表达和描述自己内心的感受。
操作建议
1． 布置任务。2． 学生在课下创作。3． 课上开展四人小组活动，互相交流作品。4． 各组推荐一份作品与全班共享。5． 师生点评。
完成任务所需要的语言结构 本单元的目标语言
新目标英语八年级下Unit7课例分析
Unit 7 Would you mind turning down the music? Section A 2a~4 一. 教学目标：
1. 学会提出请求2. 学会表示歉意 二. 教学向导 语言功能 语言目标 *提出请求
*表示歉意 *Would you mind moving your bike?*Not at all. I’ll do it right away.
*Could you please take out the trash?*Sorry. I’ll do it right away. 语言结构重点词汇
*Would you mind 动名词结构
*情态动词could表请求 *move, annoy, cut in line, wrong size
*right away, in a minute
学习策略与思维技巧 跨学科学习 *反思
*练习 *人际交往 *社会意识
三、教学过程设计
*新课导入：为了激发学生的爱好，引起学生的留意，电脑上放映出跟这个单元有关的单词或短语的图片。当中有些是已经学过的，有些是新的，这样新旧穿插，即复习了以前的知识又能引起学生学习新内容的爱好。接下来，分别跟不同的学生说：Can you give me the book? Please give me your book. Would you mind giving me the book? Explain that the last example is a very polite way of making a request. Tell the whole class, in this unit, we’re going to learn polite ways of asking pelple to do things.从这导入正课。 *新课的讲解：
本课，我是从Unit 7 Section A 2a 上到Exercise 4 Groupwork. 根据课文的篇章结构，第一部分运用五个对话来表达如何提出请求和表示歉意，第二个部分是操练句型：Wouldyou mind doing sth? 和 Could you please do sth? 很自然的分成两个部分教学。
第一部分：我先利用多媒体教学手段展现了一幅幅色彩逼真，形象生动的画面，引出conversation中的单词和短语，然后学生听录音完成2a和2b。然后让学生反复操练对话，让他们在情景中自由对话。在老师设计的语言环境中，让学生了解该如何提出请求和表示歉意。学习并把握如下生词：dish, yard, wear jeans, put on, get out of, in a minute.
第二部分：Task 1. 通过两人合作， 完成3a的留言条。目的在于通过这种指导性的写作练习，学生们能通过书面使用目标语言礼貌的提出请求。在这个活动中，老师先请学生读指示语，帮助每位同学明确任务要求。然后指导学生认真观察五幅图中描述的情景。接着在Sample2的基础上，重点练习Would you mind…? Could you …? Have to…句型。最后请几个同学读本组的作品，老师和其他同学一起点评。利用各种形式：师生互问互答、分组对话、看图说话等反复操练句型，尽量让学生脱口而出。通过这个活动学习并把握如下动词词汇：washthe dishes, feed the dog, cook dinner, go to the library/ return the book to the library, do your homework.
充分调动了学生的积极性，吸引了全体学生的留意力，达到了教育、教学目的，培养了学生的思想素质、情感素质和英语语言素质。
Task 2. 反复操练和巩固应用：为了调动学生的积极性，老师公布明天是学校开放日，届时会有很多外校教师和家长到校参观和听课。集体讨论在学校开放日，需要做哪些工作，并将所需要做的工作的内容列表，为下一步作预备。然后以小组为单位落实或分配所列出的工作，最后在全班进行汇报，看那组工作细致。利用分组对话,以及回答问题、调查采访等不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度地培养学生运用英语的能力。把握和操练如下动词词汇和句型：make posters, clean the classroom, set up chairs in the classroom, design the blackboard, welcome the peeople at the school gate, hand out teaching plans or the books to the people. Would you mind…? Could you please…? Please /Please not … You have to… Can you please…?
四、板书设计：板书的设计体现知识的板块结构，既有重点词汇，又有重要的语法现象和句型的归纳。
五、反思：本课以素质教育为目的，结合教材重点、难点及英语学科的特点，利用多媒体辅助教学，使学生听、说、读、写的能力得到全面提高。让学生在愉快、轻松的氛围中温故而知新，达到初步运用英语进行交际的目的。由于缺少经验，在教学过程中难免会出现不
足，敬请各位专家和老师不吝赐教。
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