(完整word)人教版八年级英语下册unit4教学设计

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初中英语人教版八年级下册unit4 教学设计

人教版八年级下册Unit4 Reading 2a-2c《Maybe you should learn to relax!》教学设计一、教材分析本课是一堂阅读课，主旨是培养学生的阅读策略，使学生能够学会从文章中提取、加工、输出信息的能力。

通过不同形式的任务阅读训练，进一步提高学生听、说、读、写的综合能力，并通过延伸，是学生能够从课内走向课外，从自主学习走向合作探究，从而达到学以致用。

二、学情分析本节阅读课非常贴近学生的现实生活，说出学生的心理，所以学生应该感兴趣，并愿意参与到各个任务中。

但是基于班级学生两级分化严重，词汇和阅读策略的匮乏导致阅读本就是学生最薄弱的一环，所以本课立足于本单元的基本词汇，加以阅读策略的指导，开拓学生的阅读分析能力，并进一步提高写作技能。

三、教学目标1.知识目标：掌握文中的重点词汇掌握速度、略读、细读等基本阅读策略2.能力目标：利用阅读策略阅读文章，对文章进行层次阅读，并通过上、下文猜测新单词3.情感目标：通过本文的学习，了解西方国家教育孩子方面存在的问题，结合学生自己的亲身体验，理解父母的用心和爱，并学会在压力面前，如何交流、缓解和放松。

四、教学重难点重点：阅读技巧的训练、单词和词汇难点：阅读技巧的训练五、教学过程Step1.warming up and Leading in1.Weekly English SentenceAll work and no play makes Jack a dull boy!(设计意图：通过每周一句这种语言知识的积累，学生感兴趣，并开拓了知识面，而且这句谚语很好的贴近了本节课的主题，引出下面的放松方式)2.Ways of relaxingSay，what day is it today? A new week is beginning. Are you busy and tired? When we are busy and tired ,we should relax ! How do yourelax?Show the pictures for the student, and say out the ways of each picture. Ask, What do you usually do after shool?(设计意图：通过图片的展示，提供多种放松方式，引出2a内容)Step2 Pre-readingAsk students to do activity 2a by themselves , the answers are vary. Then change the answers in pairs.Step3.While readingSay I know you’re very tired , you have too much homework to do ,you have to study for the tests, so you should learn to relax. Let’s look at activity 2b.1.Fast readingIntroduce the reading strategy and show the students how to do.1) Get the students to read the title, the 1st and the last sentence of each paragraph, then predict the main idea of the article.2) Try to answer the two questions in 2b to check if they understand the main idea.(设计意图：通过速度，使学生能找到问题的答案，了解文章大意)2.Skim reading1)Introduce this step for the students, then let them read the article andfind out the words on the screen2)Introduce the reading strategy in the book for the students, guidethem to guess the meanings of those words3)Get students to read the sentences in 2c, let them finish the activity bythemselves4)Check the answers together.(设计意图：通过略读，让学生快速的找到出示的单词，运用课本中使用上下文猜测词义的阅读策略猜测词义，并完成2c部分词义和单词匹配的活动)3.Scan readingIntroduce this step and show the students how can do.1)Let students read the 2nd paragraph and finish the two tasks2)Check the answers together.3)Get the students read the 3rd paragraph and finish the tasks.4)Check the answers together.5)Get the students to read the 4th paragraph and answers the questions.6)Find 4 student to say out their answers.(设计意图：细读每个段落，使学生在细读的过程中理解每个段落的内容，并在此基础上完成阅读任务。

英语人教版八年级下册U4教学设计

Unit 4 Why don’t you talk to your parents?Section A 1a—1c教学目标：1.能够用所学语言表述自己的问题。

2.能够用所学语言表达怎样给人提出建议。

3.能够分清问题的主次，学会与人沟通。

教学内容：nguage Focus: too much /too many, enough sleep ,allow sb. to do sth. ,getinto, flight with, call up, so that, be good at, on the phone, be angry with ,work outWhy don’t you …?What’s wrong?/ What’s the matter?2.Vocabulary; allow , wrong, guess, deal重难点：1.To improve the interest and skills of listening.2.To learn how to communicate with others.教学思路：本课的教学内容是人教版八年级英语下册第四单元的第一课时,重点在于通过讲述困扰自己的问题，激发学生的兴趣，学会与人交流沟通，任务以听说为主。

让学生运用句型“Why don’t you …?”给人提出建议。

情感目标为培养学生学会与人交流沟通。

教学准备：multimedia, blackboard, tape—recorder教学过程：step 1 Lead—inOne person was late for class.T ask her“Why are you late ？”S：Beause my alarm didn’t go off. T:For this reason,why don’t you check your alarm beforego to sleep? S:Yes, I’ll do it next time. T: Will, go back your seat.T:Ok, now look at the screen, and look at the boy in the picture.What’s wrong with him?S: He was unhappy.Beause he has too much homework to do.T:So we can tell him :Why don’t you talk to your parents?(为什么不和你的父母谈谈呢？) Now, let’s learn Unit4 Why don’t you talk to your parents?设计意图：让学生知道怎样说出自己的烦恼，如何给出建议。

人教八年级下册英语Unit4教学设计

3.针对写作部分，教师提供写作框架，让学生仿写一篇关于名人成功故事的小短文。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般过去时态的用法、词汇的含义和用法。
2.学生分享自己在课堂上的收获和感受，教师给予肯定和鼓励。
3.教师布置课后作业，包括复习词汇、完成短文写作等，并提醒学生预习下一节课的内容。
1.任务型教学法：教师通过设计任务，引导学生参与课堂活动，提高学生的英语实际运用能力。
2.情境教学法：教师创设情境，让学生在真实的语境中学习英语，提高学生的学习兴趣和积极性。
3.小组合作学习：教师组织学生进行小组讨论、展示等活动，培养学生的合作精神和团队意识。
4.自主学习：教师鼓励学生课前预习、课后复习，培养学生自主学习的能力。
1.学生在八年级上册及本册前三个单元的学习中，已经掌握了基本的英语语法、词汇和句型，具备了一定的英语听说读写能力。
2.在此之前，学生已经学习过一般过去时态，但对于一些不规则动词的过去式变化仍需巩固。
3.学生在阅读方面，对于故事性较强的文章能够产生兴趣，但部分学生在提取关键信息、理解文章深层含义方面存在一定困难。
（2）在篇章层面，如何使文章结构清晰，逻辑性强。
（3）口语表达中，如何使语言流畅、自然，富有表现力。
（二）教学设想
1.教学方法：
（1）采用情景教学法，通过图片、视频等多媒体手段，创设真实语境，帮助学生更好地理解词汇和语法。
（2）运用任务型教学法，设计各种听说读写任务，引导学生主动参与，提高实际运用能力。
（1）形成性评价：关注学生在课堂上的表现，包括参与度、合作精神、口语表达等。
（2）终结性评价：通过单元测试、作文、口语测试等形式，全面评估学生的学习成果。

人教版八年级英语下册Unit4SectionA教学设计

-对于基础薄弱的学生，教师进行个别辅导，帮助他们克服学习困难。
4.重视听力、阅读训练，提高学生的语言理解能力
-利用教材中的听力材料，训练学生捕捉关键信息、进行推理判断的能力。
-指导学生阅读策略，如：快速阅读、ቤተ መጻሕፍቲ ባይዱ读、扫读等，提高阅读效果。
5.情感态度与价值观的培养
-在教学过程中，关注学生的情感需求，营造轻松愉快的学习氛围。
在教学过程中，教师应关注学生的情感需求，营造轻松愉快的学习氛围，使学生在愉快的氛围中学习英语，提高学习效率。同时，注重培养学生的价值观，使他们在学习英语的过程中，形成积极向上的人生态度。
二、学情分析
八年级学生经过前一阶段的学习，已经具备了一定的英语基础，包括词汇、语法和简单的听说读写能力。在此基础上，他们对一般过去时的概念和用法有了一定的了解，但可能在具体运用中仍存在困难。此外，学生在描述过去事件时，可能缺乏丰富、准确的词汇和句型表达。
3.引导学生观察图片中的动词短语，为新课的学习做好词汇准备。
（二）讲授新知
1.教师讲解一般过去时的疑问句和肯定句构成，结合图片中的动词短语进行示例。
-疑问句如：“What did you do last weekend? Did you go to the gym?”
-肯定句如：“I visited museums last week. They went shopping.”
-情境如：描述一个愉快的周末、一次难忘的旅行等。
2.学生在小组内进行角色扮演，相互练习对话，提高口语表达能力。
3.教师巡回指导，纠正学生的发音和语法错误，给予鼓励和建议。
（四）课堂练习
1.教师设计不同类型的练习题，如填空、选择、改错等，让学生巩固一般过去时的用法。

八年级英语下册(人教版).docxUnit4第四课时优秀教学案例

3.教师总结：一般现在时的被动语态是用来描述一种习惯性动作，强调动作的承受者。今天我们将学习一般现在时的被动语态的构成和用法。
（二）讲授新知
1.教师通过PPT展示一般现在时的被动语态的构成，解释其用法和意义。
2.通过例句和练习，让学生掌握一般现在时的被动语态的构成和用法。
3.设计不同难度的练习题，让学生进行课堂练习，巩固所学知识。
（三）学生小组讨论
1.教师布置小组讨论任务：讨论一般现在时的被动语态在实际语境中的应用。
2.学生分小组进行讨论，鼓励他们分享自己的观点和经验。
3.各小组汇报讨论成果，教师进行点评和指导。
（四）总结归纳
1.教师引导学生对一般现在时的被动语态的知识进行总结，帮助他们巩固和深化理解。
2.学生进行自我总结，检查自己对一般现在时的被动语态的掌握程度。
五、பைடு நூலகம்例亮点
1.生活情境导入：通过展示学生熟悉的生活场景，激发学生的学习兴趣，使他们能够快速进入学习状态。这种情境导入的方法不仅能够引起学生的注意力，还能够帮助他们更好地理解和应用所学知识。
2.小组合作学习：在教学过程中，我组织学生进行小组讨论和合作，让他们在完成任务的过程中，运用所学知识，提高他们的实践能力和团队协作能力。这种教学策略能够培养学生之间的沟通能力和合作精神，同时也能够提高他们的自主学习能力。
2.设计小组任务，让学生在完成任务的过程中，运用所学知识，提高他们的实践能力。
3.采用小组竞赛等形式，激发学生的竞争意识，促进他们积极、主动地参与学习。
（四）反思与评价
1.引导学生对所学知识进行总结和反思，帮助他们巩固和深化理解。
2.组织学生进行自我评价、同伴评价，培养他们的评价能力和自我认知能力。
三、教学策略

人教版八年级下册英语教案unit4

人教版八年级下册英语教案unit4教材分析1. 教学内容本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“Report what someone said”(引述别人讲的话)，学习直接引语和间接引语。

本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐，扶危济困这一中心话题，本文篇幅长，生词多，读前、读中、读后的任务多。

鉴于学生的实际情况及教材的特点，考虑到学生对长篇阅读的畏难情绪以及他们在课堂上可能出现的一些反应，我大胆构思了整个教学过程，构建“以生为本”的互动式阅读课堂，想办法尽可能降低文章难度，将难点分散，并根据需要整合了运用多种教学方法，让学生在互动中享受阅读。

2. 教学目标A. Knowledge objectives:To master the words and expressions.To get familiar with the topic and use the sentences about helping others.To use “Direct Speech and Reported Speech”.B. Ability objectives:To find out the information and get the general idea of th e text.To infer the meaning of the word they don’t knowfrom the context.C. Affective objectives:Students are to realize the importance of helping others and they are encouraged to help others.Students’ team spirit will be improved by completing a certain task together.By understanding the life in rural areas, students are to realize how happy they are.3. 教学策略：（1）兴趣激发策略。

人教版八年级下册英语Unit4单元教案

教学活动过程设计（第2课时）
教学
环节
教学活动
设计意图
(或复备建议)
教师活动
预设学生活动
Step 1Greeting
Check homework
Coach
Step 2
Ask: Do you have any problems? How do you deal with them?
Present 3a and give tasks
人教版八年级下册英语Unit4单元教案
年级
八年级
学科
英语
主备教师
复备教师
课题
Unit 4 Why don’t you talk to your parents ?
课型
课时
教材及课标分析
通过确定目标语言，采用听说读写自我检测等手段，有效提高语言习得者学习效率
有利于语言输出，体现了以学生为主体的思想。
学情分析
Review
教学活动过程设计（第3课时）
教学
环节
教学活动
设计意图
(或复备建议)
Hale Waihona Puke 教师活动预设学生活动Greeting
Step 1Check homework
Ask Ss say their answers
Step 2 (1a 1b )
Ask;When you have stress, what do you do?
Page 32 3b
Self check 2
Discuss and complete 2a
Listen carefully and understand
Read and answer the questions
Read and translate

人教版八年级下册英语unit4教案及教学反思

人教版八年级下册英语unit4教案及教学反思全文共3篇示例，供读者参考篇1Unit 4 of the People's Education Press Eighth Grade English textbook is focused on the theme of "Hobbies". This unit aims to help students talk about their own hobbies and interests, as well as learn how to express preferences and opinions.Teaching Objectives:1. Enable students to talk about their hobbies and interests in English.2. Introduce vocabulary related to different hobbies.3. Teach students how to express preferences and opinions.4. Improve students' listening, speaking, reading, and writing skills.Teaching Procedures:1. Warm-up activity: Start the lesson by asking students to share their hobbies with the class. This will help to activate their prior knowledge and create a positive learning atmosphere.2. Vocabulary introduction: Introduce key vocabulary related to hobbies, such as "painting", "cooking", "playing sports", etc. Use pictures, gestures, and realia to help students understand and remember the new words.3. Listening comprehension: Play a listening passage where people talk about their hobbies. Students listen and then answer comprehension questions to check their understanding.4. Speaking practice: Divide the class into pairs or groups and ask them to discuss their own hobbies, using the vocabulary they have learned. Encourage students to ask questions and share their opinions with each other.5. Reading activity: Give students a reading passage about different hobbies and ask them to identify key information, such as the benefits of each hobby and how to get started.6. Writing task: Ask students to write a short paragraph about their favorite hobby, describing why they enjoy it and how it makes them feel. Provide feedback on their writing to help improve their language skills.7. Role-play activity: Divide students into pairs and give them a role-play scenario where they discuss their preferencesfor different hobbies. This will help them practice expressing opinions and using the target vocabulary.8. Review and assessment: End the lesson with a review of key vocabulary and concepts covered in the unit. Administer a quiz or speaking activity to assess students' understanding and progress.Teaching Reflection:Overall, teaching Unit 4 on Hobbies was engaging and effective. The activities helped students practice speaking, listening, reading, and writing skills in a fun and interactive way. However, one area for improvement is to provide more opportunities for students to use the target language in real-life contexts. For example, incorporating project-based learning tasks where students create a hobby-themed presentation or video could further enhance their language proficiency.In conclusion, Unit 4 provided a valuable opportunity for students to explore their interests and hobbies in English. By incorporating a variety of activities and assessments, teachers can help students achieve the learning objectives and improve their English language skills.篇2Unit 4 of the People's Education Edition eighth grade English textbook covers the topic of "Wild Animals". In this unit, students will learn vocabulary related to wild animals, practice reading and listening skills through various texts, and improve their ability to describe animals and discuss their habitats.Lesson 1:- Warm-up: Start the lesson by asking students to name different wild animals they know.- Vocabulary: Introduce new vocabulary words related to wild animals such as lion, elephant, tiger, etc.- Reading: Read a short passage about different wild animals and ask students comprehension questions.- Listening: Play a recording of different animal sounds and ask students to match the sound with the correct animal.- Speaking: Have students describe their favorite wild animal and why they like it.Lesson 2:- Warm-up: Review the vocabulary words from the previous lesson by playing a matching game.- Reading: Read a longer passage about a safari trip and ask students to identify the animals mentioned in the text.- Grammar: Introduce comparatives and superlatives using examples related to wild animals (e.g. The elephant is bigger than the giraffe).- Speaking: Have students work in pairs to discuss which animal they think is the most interesting and why.Lesson 3:- Warm-up: Play a game of charades where students act out different wild animals for their classmates to guess.- Reading: Read a passage about endangered animals and discuss why it is important to protect them.- Writing: Have students write a short paragraph about what they can do to help protect endangered animals.- Speaking: Conduct a class debate on whether or not zoos are good for wild animals.Lesson 4:- Warm-up: Review the vocabulary and grammar concepts learned in the previous lessons through a quiz.- Project: Have students work in groups to create a poster about a specific wild animal, including information about its habitat, diet, and interesting facts.- Presentation: Have each group present their poster to the class and answer questions from their classmates.Teaching Reflection:Overall, the unit was engaging and interactive for students. The variety of activities helped to keep students interested and motivated throughout the lessons. The vocabulary and grammar concepts were presented in a clear and concise manner, allowing students to grasp the new material easily. The project at the end of the unit provided students with an opportunity to apply what they had learned and showcase their creativity. However, I would like to incorporate more opportunities for students to practice speaking and listening skills in future lessons to further develop their language proficiency.篇3Unit 4 of the eighth-grade textbook by People's Education Press focuses on the theme of "Wild animals". In this unit, students will learn about various wild animals and their habitats, as well as the importance of wildlife conservation.The unit is divided into several sections, including reading, listening, speaking, and writing tasks. The reading passages describe different wild animals such as lions, elephants, and pandas, providing students with essential information about these creatures. The listening activities help students improve their listening skills by practicing comprehension and understanding spoken English. Speaking tasks encourage students to express their opinions and share information about wild animals with their peers. Writing tasks require students to write short paragraphs or essays about their favorite kind of wild animal or the importance of wildlife conservation.To begin the unit, teachers can introduce the topic of wild animals by showing pictures or videos of different types of wildlife. This can generate interest and curiosity among students, prompting them to learn more about these fascinating creatures. Teachers can also engage students in group discussions or debates about wildlife conservation and the impact of human activities on the environment.During the reading and listening activities, teachers should provide support and guidance to students as they work through the text and audio materials. Encouraging students to ask questions, make predictions, and summarize key points can helpthem better comprehend the information presented. Teachers can also incorporate vocabulary-building exercises, such as word matching or crossword puzzles, to reinforce new words and concepts.For the speaking and writing tasks, teachers can encourage students to use creative expression and critical thinking skills. Providing opportunities for role-playing, storytelling, and collaborative writing can enhance students' language abilities and boost their confidence in using English. Teachers can also assign group projects or presentations that require students to research and present information about specific wild animals or conservation efforts.In conclusion, Unit 4 of the eighth-grade textbook by People's Education Press offers a comprehensive and engaging exploration of wild animals and wildlife conservation. By incorporating a variety of teaching strategies and activities, teachers can facilitate students' learning and language development in a meaningful and enjoyable way. Through active participation and interaction, students can deepen their understanding of the natural world and cultivate a sense of responsibility towards protecting our environment and its inhabitants.。

初中英语人教版八年级下册Unit 4 教学设计

Unit 4 Why don’t you talk to your parents?（section A 3a—3c）教学设计教学目标：知识目标：１４个单词，１个短语；能力目标：会谈论问题，寻求帮助以及用“Why don’t you …; You should …; You could …”给出建议情感态度价值观：反思和正确对待生活中常见的矛盾以及家长，同学朋友之间的沟通问题，形成乐观的生活态度。

教学重点：关于征求和给予对方建议的表达用语。

教学难点：与烦恼和建议相关的词汇以及阅读方法的训练。

教学准备：学生准备：分小组，预习单词；教师准备：课件。

教学过程：Step 1: Talk and leading inT：Today we’ll go on learning “Unit 4 Why don’t you talk to your parents ? ” In this lesson , we’ll learn 14 words and 1 phrase, learn to guess while reading, talk about problems and give proper advice . And live happily.过渡：T:Are you ready ?(Ss :Yes)(学生对problem 和advice有了一定的接触，所以直接导入。

口述目标，让学生有目的地进入本节课的学习。

)过渡: T: Now ,let’s play a game :The best memory （教师出示课件）Step 2: Play a game : The best memoryT: Open your books to page 27. Look through 3a’s orders , two letters’ beginning and end for 30 seconds. (30 seconds later) T: Close the books and answer the questions: （教师出示课件，学生回答）：1. Where do you usually see the letters?2. Who has problems?3. Who is giving advice?(练习学生浏览的阅读方法，激起学生的学习兴趣，初步了解课文大意。

人教版八年级英语下册第四单元(教学设计)

人教版八年级英语下册第四单元（同步教学设计）Unit4 Why don’t you talk to your parents?Unit 4 Why don’t you talk to your parents?Unit 4 Could you please clean your room?get along with—get on with He is getting on well with his newfriends.Step 4 Grammar focus1. Let Ss read the Grammar table and summarize.(1) 提出问题What’s wrong?What’s the matter? + with sb.What’s the problem/the trouble?(2) 给出建议情态动词should, should等should, shouldn’t常用来提出请求和建议could 也可用来给出建议。

表建议的句型：You should/could +v. Why don’t you + v.?Why not + v.? Could you please + v.?You’d better (not) + v.. Would you mind doing…?What about/How about + n./doing…?(3) 引导状语从句的连词although 即使，尽管 until 直到……为止so that 结果，因此2. Let Ss finish 4a and check the answers.Answers: 1. so that 2. Although 3. until 4. Although3. Give Ss several problems. Let Ss write one piece of advice for each problem. Then pare their advice with their partners’ and decide whether the advice is good or bad.Problems:(1)I’m very shy.(2)My sister and I fight all the time.Unit 4 Why don’t you talk to your parents?Unit 4 Why don’t you talk to your parents?Unit 4 Why don’t you talk to your parents?U nit 4 Why don’t you talk to your parents?老师在上课前，播放一段视频，向学生提出问题，通过对话引入本课时主题，引发学生共鸣，导入新课。

人教版八年级英语下册 Unit 4 教学设计(1)

Unit4 SectionA（3a-3c）一、教学目标：1.会正确描述自己生活中遇到的问题。

遇到问题要主动和家人、朋友或亲近的人进行交流；如果身边的人遇到问题，能主动提供帮助。

2.能熟练运用句型“Why don't you...?/You should/could...”来给别人提建议。

3.会用“I agree/disagree with his advice because...”来评价别人的建议并能说明理由。

4、掌握阅读策略：Skimming，Guessing the meaning , Careful reading and Scanning for details。

二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。

2) 阅读短文，获得相关的信息。

通过阅读练习，来提高阅读能力。

2. 教学难点：1) 阅读短文，获得相关的信息的能力。

2) 理解并运用所学的词汇及表达方式。

三、教学过程Step 1 Revision （汉译英）1. 和睦相处______ 2 关系，联系______3 交流/沟通 _____4 争吵，争论______5 云朵_________6 年纪较长的______7 代替，反而_____ 8 任何，每一______9 焦虑的________ 10 主动提出______11 正确的_______ 12 第二/其次______13 解释/说明____ 14 清楚易懂的_____Step 2 Warming upAsking the questions:1. Do you love your family? 2. Do you often communicate with your parents? Yes,…./No,…….You should try to get on well with your parentsStep 3 Lead in 3aS k i m t h i s p a s s a g e q u i c k l y,t h e n f i n d o u t t h e g e n e r a l i d e a o f t h e p a s s a g e.The general idea of the passage is about ( )•A.the relation with parents.•B. the relation with brother.•C. the problems with family and how to deal with themStep 4 Reading Work on 3a1.Sad and Thirteen,a thirteen-year-old boy,He has many problems..So he writes a letter to Robert Hunt(a counselor) to talk about his problems.2Read the article quickly and answer the questions.1).What’s Sad and Thirteen’s problem?2). How does he feel at home?3,Careful reading Letter 1 Find out the problems.1)Sa d and Thirteen’s main problem：2)About his parents：3)About his elder brother：4)About himself：4.Careful reading Letter 2Find out the problems.1)Sad and Thirteen’s main problem：Robert Hunt’s advice：2)About his parents：1.He should。

人教版八年级下册英语Unit4教学设计

二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们对英语学习有较高的热情，但个体差异较大。在Unit 4的教学中，我们需要关注以下学情：
1.学生在词汇和语法方面存在一定程度的掌握不平衡，部分学生对新词汇的记忆和运用能力较弱，需要通过多样化的教学活动加以巩固。
2.学生的听说能力相对较强，但读写能力有待提高。在教学过程中，应注意培养学生的阅读理解和写作能力，提高他们的综合语言运用水平。
（五）总结归纳
1.教师引导学生回顾本节课所学的内容，总结一般现在时和一般过去时的用法，以及如何用所学词汇和句型描述兴趣爱好。
2.学生分享自己在课堂上的收获和感受，反思学习过程中的优点和不足。
3.教师对学生的表现给予积极的评价，鼓励他们在课后继续练习，提高英语水平。
4.布置课后作业，要求学生运用所学知识编写一篇关于自己兴趣爱好的小短文，巩固课堂所学。
2.学会使用一般现在时和一般过去时描述兴趣爱好及经历，例如：“I like collecting stamps.”、“I visited the museum last week.”等。
3.能够运用所学句型进行对话，如：“What's your hobby?”、“Do you have any hobbies?”等，并能进行简单的自我介绍和话题交流。
3.口语表达能力的提升：学生在表达个人观点时，有时会出现思路不清晰、语言表达不准确的问题。
教学设想：开展课堂讨论、小组合作等活动，鼓励学生大胆开口，培养他们的口语表达能力。同时，给予学生适当的反馈和指导，帮助他们提高语言表达的准确性。
（二）教学设想
1.采用情境教学法，将学生置身于真实的语境中，让他们在实际交流中学习英语，提高语言运用能力。
6.定期进行课堂评价，关注学生的学习进度，及时调整教学策略，以提高教学效果。

人教版八年级英语下册第四单元教案(word文档良心出品)

Unit 4 Why don’tyou talk to your parents?教材解本元的中心是人交往，与学生生活密有关，主要探今世中小学生所面的各种力和窘境，并些予合理的建。

通学本元，学生能、述自己或别人的困和麻，能人的窘境提出解决的法和建。

法部分主假如对于学生能正确使用情could， should 表达建或告，能正确使用 Why don ’tyou ⋯ ?句型表达建，能正确使用until ，so that，although 等。

通学本元，学生能反省生活中常的家庭矛盾以及与家、同学、朋友之的交流，并学会用正确的度待些。

在本元中学生能认识中西方家待孩子参加外活和外学班的度与做法，有益于学生学会位思虑，帮助他逐渐成立正确、极的生活度和价。

元目一、知与技术1. 掌握要点和短： until ，so that，although，look through ，big deal，work out ， get on with ， cut out， compare⋯ with ， in one’s opinion2. 掌握要点句型： What ’s wrong? What ’s the matter? You could / should ⋯ Why don ’t you ⋯ ?3.培育听写各基本技术同着重培育在境中猜意的能力。

二、程与方法采纳直教课法、情形教课法、、角色表演等方法，学知，培育能力，养成好。

三、感情度与价通学，认识生活、学中常的矛盾和困，能合理表达自己的点和见解，人提出合理的建，逐渐成立正确、极的生活度和价。

教法航采纳直教课法，情形教课法，按照以学生主体的原。

学法航采纳自主学、小合作、分角色表演等学策略。

支配第1 ： Section A 1a- 2d第2 ： Section A 3a- 4c第3 ： Section B 1a - 2e第4 ： Section B 3a - Self Check教课设计1第 1 课时 Section A 1a- 2d教课目一、知与技术1.能掌握以下： allow ， wrong ， guess， deal， work out2.能掌握以下句型：①---W hat ’s wrong?---I’ m really tried because I studied until midnight last night.②You could give him a ticket to a ball game.③I think you should ask your parents for some money.④Why don ’ t you talk to him about it?3.能认识以下法：①能运用所学知和困、提出建并作出；②能依据方所提出的，出一些合理的建。

人教八年级下册英语Unit4优秀教学案例

2.培养学生对英语学习的积极态度，鼓励学生主动参与课堂活动，提高自信心和自主学习能力。
3.培养学生对他人的关心和尊重，通过询问和描述他人的日常交通工具和出行方式，培养良好的人际交往能力。
在教学过程中，我将注重关注每个学生的学习情况，根据学生的差异进行有针对性的教学，使每个学生都能在课堂上得到充分的锻炼和提高。同时，我将注重营造轻松、愉快的学习氛围，使学生在愉悦的情感状态下学习，提高学习效果。
2.总结讨论的结果，引导学生认识到不同出行方式的选择对环境、健康等方面的影响。
3.强调在日常生活中运用所学知识的重要性，激发学生学习英语的兴趣和动力。
（五）作业小结
1.布置相关作业，让学生运用所学知识进行实际操作，如写一篇关于出行方式的短文。
2.要求学生在作业中运用所学词汇和句型，提高学生的实际运用能力。
2.学生能够理解和运用一般现在时描述自己的日常交通工具和出行方式，如“I go to school by bus.”。
3.学生能够运用所学的句型和词汇进行询问和描述他人的日常交通工具和出行方式，如“How does your friend go to school?”“My friend goes to school by subway.”。
（二）问题导向
1.设计一系列问题，引导学生思考和探讨日常交通工具的选择对环境、健康等方面的影响。
2.通过提问，激发学生对不同出行方式的好奇心，引导学生主动探究和交流。
3.引导学生反思自己的出行方式，思考如何选择更环保、健康的交通工具。
（三）小组合作
1.组织学生进行小组讨论，分享各自的出行方式，互相提问和描述，培养学生的团队合作精神。
（二）讲授新知
1.引入新词汇和短语，如“bus, subway, car, bike, walk”等，并用图片和实物辅助教学，帮助学生理解和记忆。

人教版八年级英语下册Unit4教学设计

接着，我会引入一般现在时，讲解如何使用这个时态描述个人喜好和日常生活习惯。通过呈现典型例句，如：“I like/don't like...”, “I usually...”等，让学生学会运用一般现在时进行表达。同时，我会让学生进行模仿练习，巩固所学知识。
（三）学生小组讨论，500字
在学生小组讨论环节，我会将学生分成若干小组，每组四人。我会给每个小组发放一张包含不同国家美食的图片，让学生结合所学词汇和句型，讨论以下问题：
1.学生对英语学习仍保持较高兴趣，但学习积极性存在一定程度的差异，部分学生需要更多的鼓励和支持。
2.学生在口语表达方面有一定基础，但在实际运用中，词汇和句型的运用仍不够熟练，需要加强练习。
3.学生的阅读理解能力有待提高，对于文章中细节信息的捕捉和推断能力需要进一步培养。
4.在写作方面，学生能够完成简单句子的编写，但文章结构、逻辑性和表达能力仍有待提高。
人教版八年级英语下册Unit4教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.掌握并运用本单元的词汇和短语，如：dish, delicious, spicy, favor, taste, ingredient, recipe等，能将这些词汇运用到日常交流中。
2.学会使用一般现在时描述个人喜好和日常生活习惯，如：“I like/don't like...”, “I usually...”等。
（一）教学重难点
1.重点：本章节的重点在于使学生掌握描述饮食喜好和日常饮食习惯的词汇、短语和句型，以及运用一般现在时进行表达。
难点：学生在实际对话中灵活运用词汇和句型，以及阅读文章时对细节信息的捕捉和推断。
2.重点：培养学生跨文化交际意识，了解不同国家的饮食文化。

人教版新目标8下Unit 4全单元优秀教学设计

Unit 4 Why don’t you talk to your parents?Period 1 Section A 1a-2d【导学目标】1.Master the key words and sentences:(1) Key words:allow, wrong, guess, deal, write him a letter,talk about, look through, work out (2)Sentences:Why don’t you talk to your parents?My parents don’t allow me to hang out with my friends.Hope things work out..2.Learn to talk about abilities.Ⅱ. Teaching Key Points and Difficult Points1.Talk about problems..2.Give advice.【导学过程】Step1.Lead-in (3 minutes)Brain stormingT:Do you have any problem in your daily life?S:...T:How do you solve them? Give some advice.S:...Step 2.Presentation: look and say (5 minutes)1. Show some pictures and teach the new words and sentences.2.Let the students read the new words and remember them.3.Have a chant to consolidate the new words.Step 3.Activity 1a(5 minutes)1.Have students look at the pictures in Part 1a on the screen.Start by asking students to look at the problems.2. Pair work.Have you ever met any problems above?How do you solve them?Step 4. Activity 1c (4 minutes)Look at the problems in 1a and make conversations.Step 5.Activity 1b (3 minutes)Listen and circle the problems you hear in 1a.Step 6.Pair work (5 minutes)Choose one picture and make a conversation.A: What’s wrong?B: I’m really tired because I studied until midnight last night.A: Why don’t you go to sleep earlier this evening?Step 7.Activity 2a&2b (10 minutes)1.Get the students have a quick look at the instructions of these two activities,so they can know how to do them.2.Then play the recording the first time for the first time to fill in the blanks in 2a.3.Listen again. Why doesn’t Peter like his friend’s advice? Write the letters (a-e) next to the advice in 2a.4.Check the answers.Step 8. Activity 2c (3 minutes)Role-play a conversation between Peter and his friend.A: What’s the matter, Peter?B: I had a fight with my best friend. What should I do?A: Well, you should call him so that you can say you’re sorry.Step 9. Activity 2d (5 minutes)1. Listen to the tape and answer the questions:(1)What's wrong with Kim?(2)Does Dave give advice to Kim?What should Kim do?2.Read after the tape,pay attention to the pronunciation and intonation.3.Role play the conversation.4.Explain some language points.Step 10. Summary (2 minutes)Let the students think about what we have learned in the period.Step 11. Exercises (7 minutes)Let the students finish the exercises to consolidate what we have learned today.【探究归纳】1. too much和much too的区别:在too much中too修饰much, 表示程度, 它们修饰不可数名词；而在much too中, 是much修饰too, 在句中修饰形容词或副词, 意为“太，非常”。

八年级英语下Unit4 教案1人教版

人教版英语八年级下Unit4 单元备课He said I was hard-working.一、教材分析本单元主要的内容是在学生学习学了一般现在时、现在进行时、一般将来时、一般过去时、过去进行时以及简单的宾语从句的基础上，学习直接引语和间接引语的转换。

本单元主要有四部分构成：Section A，Section B，Self check 和 Reading .section A部分主要是学会转述电视剧中演员说的台词。

教师认真地讲解，这是本单元的重点内容。

Section B部分主要是对Section A加以延伸。

对 Section A中重要句型的用法加以延续，并学会写成绩报告单，并将成绩报告单给他人。

Self check部分主要是学生对自己学习结果的自我检测。

通过本部分的学习学生能够很好的了解到自己所学的情况。

更好的对自己进行查漏补缺。

Reading部分不仅仅是训练学生的阅读能力,而是训练学生的听说读写能力。

为了能够完成本单元的任务，就需要教师在实际教学过程中，要采用多种教学手段来完成教学任务。

如：通过情景对话、角色表演等形式，让学生能够把所学的知识灵活的运用到实际中。

二、教学目标（一）、知识目标1、直接引语和间接引语的转换。

2、掌握一些与之相关的词汇、短语、句型。

surprise,message,village,graduate,volunteer,decision,influence,border,danger,a rea,start,report,pass,suppose,copy,care for, get overHe said he was mad at Mary.She told me she would call me tomorrow.I’m good at speaking.I’m better at reading than listening.I can do better in math.It’s not right for you to copy others’ homework.（二）、能力目标1）依托本单元的语言素材提高学生听、说、读、写能力。