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八年级英语下学期教案

Unit 8 Why don’t you get her a scarf?

(Section A)

Teaching goals:

https://www.wendangku.net/doc/d25453814.html,nguage goals:

(1)Learn to compare qualities.

(2)Master the target language.

a. The new words of Section A.

b. How to give suggestions and comments.

how about…what about…

why not…why don’t you…

That’s a good idea.

That’s boring/personal/creative.

That sounds good.

c. Present perfect tense.

2. Ability goals:

Train students’abilities of listening to special information.

3. Moral goals:

(1) Let students’know the habits of giving gifts on special days in foreign

countries.

(2) Train students’feelings of loving their parents and friends. Teaching important and difficult points.

1. The target language in Section A .

2. How to give suggestions and comments.

Teaching methods:

Task-based teaching and learning method; cooperation.

Teaching aids:

A tape recorder and some gifts given by friends.

The first period

(1a-1c)

Teaching procedures:

Step1.Leading in (Talking about the teacher’s best gift )

1. The teacher show some gifts to some students such as a scarf,

a ring and so on .

T: What’s this?

SS: It’s a ring.

T: The ring is the most important gift for me. Do you know why?

2. Make the students guess.

SS: Because it is expensive/interesting…

T: No, because it is the first gift from my husband. It cost only ￥100, but it’s my best gift .I love it because I love my husband.

I got it ten years ago.

Step2.Pre-tast (Talking about the gifts the students have)

T: What gifts do you have?

SS: Talk about the gifts they have.

T: Do you like them? Why?

Help students to answer with cheap, expensive, boring,

interesting.

T: What do you get on your friend’s birthday?

T: Show the target words.

It’s cheap/expensive/boring/interesting.

Step3.While—task

Task1.

1. Show the task: What do you think of these gifts? Read the

instruction to the students.

2. T: Here are some gifts. What do you think of them?

SS: Write the names of gifts in the chart then finish activity 1a.

T: Can you add other gifts to each column?

SS; Add other gifts to each column.

3. Check the answers in pairs.

Task2. (Pairwork)

1. Show the task: What should I get my mom for her birthday?

T: Tomorrow is my mother’s birthday. What should I get her? Can you help me find a gift for her? You can discuss it in pairs.

SS: Give suggestions with

How about…? What about…?

Why not…? Why don’t you…?

T: Give comments.

eg: T: What should I get my mother for her birthday?

SS: How about a sweater?

T: No, that’s too boring.

SS: How about a scarf?

T: Yes, that’s a good idea.

(2).Lead students to drill the conversation.

(3).Practice the dialogue in the whole class. Finish the activity of 1c.

Task3: Listening task

1. Show the task: Listen and number the comments in the order, then

finish the activity of 1b.

2. Check the answers.

Step4.Post—task (Pairwork)

Make a survey and fill in the blanks .What should you get on special days for special people?

Step5.Summary

Sum up the main knowledge

Step6.Homework

1.Recite 1b and 1c.

2.Make a survey about gifts .

The second period

(2a-2c)

Teaching procedures:

Step1. Leading in

1. Revision

Check the homework of survey. What should you get on these special days for special people.

2.Revise how to give suggestions and comments.

Step2.Pre-task (Pairwork)

1. Make one—minute dialogue.

A: What should I get my mother on Women’s Day?

B: How about a scarf?

A: No, that’s too boring.

B: …

2. Get some pairs to act out their own dialogues.

Step3.While-task

Task1.Listening task.

1. Show the task. Listen to the tape and finish the

activities of 2a and 2b.

2. Read the instructions to the class.

1) Tell the students that they are going to hear three

conversations about the pictures of 1a.

2) Play the recording the first time. The students only listen.

3) Play it a second time. Write down the answers.

4) Check the answers.

5) Listen again and finish 2b.

(Learn the new words: suggestion; comment; album;

personal; not special enough )

6) Check the answers to 2b.

Task2. (Pairwork)

1. Show the task.

Think of a friend or a family member who is having a

birthday soon, but you have only ￥50. Discuss what you

should or should not get for him.

2. Discuss in pairs.

3. Act out in pairs.

Step3.Post-task. (Groupwork)

1. Help the teacher find a gift and then fill in the blank.

T: I want to spend ￥100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do you

think I should get? And tell me your reasons.

2. Please discuss in groups. Then fill in the blank .

3. Let students report their suggestions.

4. The teacher decide to choose one of suggestions and say

thanks for their help.

Step4.Grammar focus:

1. Review the grammar box. Ask students to say the

statements and responses.

2. Make summaries about suggestions and comments.

Step5. Summary

Sum-up how to give suggestions and comments again.

Step6.Homework

1. Go over the new words.

2. Revise how to compare qualities.

The third period

(3a-4)

Teaching procedures

Step1.Leading in

T: Miss Qu has some personal questions to ask you. Can you tell me?

T: Have you ever received letters? Who wrote it to you?

T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.)

T: Who gave it to you?

SS: Talk about the questions.

Step2. Pre-task

1. Show the task: Talk about the teacher’s gifts.

2. Show a card.

T: What’s this? SS: It’s a card.

T: Do you know who gave it to me? SS: Guess the gift.

T: That’s the most creative gift I have ever received. One of my students gave it to me on Teachers’Day. It was made

by himself. It looks like a heart .I love it.

3. Show another gift (a watch).

T: Can you guess when I got it? SS: Guess.

T: That’s the most expensive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever.

Step3: While-task

Task1.Talk about your own gifts.(Pairwork)

1. Show the task.

What’s the best gift you have ever received ?

( have+过去分词)

When did you receive /get it?

Who gave it to you?

(Write the three sentences on the blackboard.)

2 ．Talk about in pairs.

3. Ask and answer in pairs, then finish 3b .

4. Ask some pairs to present their conversations to the class. Task2. (Pairwork)

1. Show the task:

You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him.

2. Let the students read the chart for one minute .

3. Students A and B practice in pairs.

4. Check the answers to activity 3a.

Step4. Post-task.

Play a guessing game then finish 4

1. Read the instructions to the class. Students can practice

several times.

2. Ask two students to read the dialogue.

3. Make similar dialogues in groups.

4. Ask some students to present their conversations to the

class.

Step5. Summary

1. Sum-up how to give suggestions and comments

2. Sum-up the usage of present perfect tense

Blackboard Design

Why don’t you get her a scarf?

Section B

Teaching goals:

https://www.wendangku.net/doc/d25453814.html,nguage goals:

(1) Learn and master the new words about animals such as

spider,mouse(mice), hamster, turtle ,pot－bellied pig,

rabbit and so on.

(2) Go on learning how to give suggestions and comments

such as not friendly enough, easy to take care of and so

on.

2.Ability goals:

(1) Train the students’listening ability by practicing in

understanding the target language in spoken

conversations.

(2) Let students practice writing about animals.

3.Moral goals:

(1) Let students learn about pet animals.

(2) Train students’feeling of loving animals.

Teaching important and difficult points:

1. The target language.

the new words about animals

the comments about animal pets

2. Practice introducing pet animals.

Teaching methods

1. Task-based teaching and learning methods.

2. Cooperation

Teaching aids

Some animals pictures, a recorder.

Teaching procedures

The fourth period

(1a--- 2c)

Step1. Leading in

1.The teacher will ask some questions to lead in the topic.

(1)Do you like pets?

(2)Have you ever kept a pet? What’s it?

(3)What do you think of them?

Are they friendly? Are they easy to take care of?

2.The students discuss the questions.

Step2. Pre-task

1. The teacher will show some animal pictures and ask some

students if they know about them.

2. Let the students learn the new words by themselves.

( goldfish; turtle; snake; mouse; spider; hamster; dog;

parrot )

3. The students learn and practice the animal words.

Step3. While-task

Task1

1. Show the task: Which of these animals would be good or

bad pets?

2. Point out the pet shop in the picture. Ask the students to

say the names of the animals.

3. Ask the students to say some other animals.

4. Write down the names of the animals in the picture in the

correct parts of the diagram, then finish activity 1a.

5. Discuss the answers.

(1) Ask some students to say why they think the animals

are good or bad pets and why they aren’t sure.

(2) Help the students use the target language such as

friendly, easy to take care of, too scary and so on.

6. Make a list of the pets they have. Talk about pets they have

at home, then decide which are the most popular pets and the most unusual pets, then finish activity 1b.

Task2. Listening task

1. Show the task. Tell students they will listen to the recording

and number the pets in the order they hear in activity 2a.

2. Ask different students to read the names of the pets in 2a.

3. Play the tape the first time. The students only listen.

4. Play it again. The students listen and fill in the blanks with 1

—5.

5. Check the answers.

Task3. Listening task

1. Show the task

Tell the students they will listen to the recording again and they should draw lines to match the pets with the comments.

2. Ask different students to read the names of the comments.

3. Listen and draw lines.

4. Check the answers.

Task 4. (Pairwork)

1.Show the task.

Find a best pet for my family members.

2.Tell the students I don’t know much about animals. Can you

help me find a best pet for my family members? Can you give me the reasons?

My daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss

3.Talk in pairs

4.Check the answers by calling on different pairs to talk about

their own choices.

Step4. Post - task

Find a best pet for yourselves and give your reasons.

Step5. Summary

1. Revise the words of animal pets.

2. Sum up the comments about animals pets.

Step6. Homework

Make a survey about your friends what pets they have ever kept and why they kept them.

The fifth period

(3a-4)

Step1. Pre-task

1.Revise the pets they have learnt.

2.Ask some students if pigs can be pets.

3.Tell students today we are going to learn the trendiest kind

of pet these days in North London. Do you want to know what it is?

(Teach the new word of trendy.)

4.Students guess the trendiest pets.

Maybe some students can speak out pot-bellied pig. If they can’t, teacher can tell them about it.

Step2. while- task

Task1. Reading practice using the target language.(Pairwork)

1.Show the task.

Here is an article about pot-bellied pig. Please read it and answer these questions.

2.Read the instructions to the class. Make sure they

understand the words of pot-bellied (fat) ; popular ( many people like them ) ;advantages (good things) and disadvantages (bad things).

3.Read the article by students then write down the answers

to the two questions.

4.Check the answers in pairs.

5.Check the answers in class.

6.Teacher read the story to the class, then ask students if

they have problems.

7.The teacher should explain the new words and sentences.

(1) What’s the meaning of trendy and perfect?

(2) Can you understand the sentences.

…a pot-bellied pig named Connie

…life with a pig isn’t always perfect

…she’s too big to sleep in the house

…I don’t have enough time to spend with her

8.Let the students read the story again. If they still have

problems, teacher should offer help.

Task 2. Writing practice by using the target language.(Groupwork)

1.Show the task.

Write an article about hamsters by using these notes in activity 3b.

2.Point to the picture and ask some students what it is and If

they know about hamsters? (hamster)

3.Look at the notes for one minute and answer what the

advantages and disadvantages of keeping hamsters are?

4. The students will discuss in pairs.

5. Point out the list of good and bad things about hamsters in

class.

6. Ask a student to read the beginning of the article. Students

will finish writing the article using the phrases. They can add their own ideas.

7. Ask some students to read their own article.

8. Exchange their articles in groups. Then the teacher may

read the teacher’s article to the students.

Task3. Play a game. (Groupwork)

Guess what it is.

1.Show the task. Look at the picture in activity 4, and

describe one of the animals. The other students guess what it is.

2.Please write an article about one of the pets. Remind

students not to say what the animal is.

3.The students can write their articles.

4.Ask a few groups to read their own articles. The other

students must guess.

Step4. Post-task

1.Make a discussion between Group A and Group B. Group

A can agree with keeping pets in an apartment. Group B

can’t agree with keeping pets in an apartment. Group A

and B should tell their reasons.

3.Ask a few groups to share their lists. Step5. Homework

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新人教版八年级英语下册教案2018

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初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 ) 学校：年级：任课教师：英语教案 / 初中英语 / 八年级英语教案编订：XX文讯教育机构

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