八年级下册英语M4单元备课卡
人教版初中八年级下册英语第四单元 Unit4集体备课教案教学设计
Section A 单词allow v.允许；准许wrong adj.有毛病；错误的guess v.猜测；估计deal n.协议；交易relation n.关系；联系；交往communication n.交流；沟通argue v.争吵；争论cloud n.云；云朵elder n.年纪较长的instead adv.代替；反而；却whatever pron.任何；每一nervous adj.焦虑的；担忧的offer v.主动提出；自愿给予proper adj.正确的；恰当的secondly adv.第二；其次communicate v.交流；沟通explain v.解释；说明clear adj.清楚易懂的；晴朗的copy v.抄袭；模仿；复制；复印return v.归还；回来；返回anymore adv.（常用于否定句和疑问句句末）再也（不）；（不）再短语look through快速查看；浏览big deal重要的事work out成功地发展；解决get on with和睦相处；关系良好句型1.Many of them are learning exam skills so that they can get into a good high school and later a good university.他们中很多人正在学习应试技巧以便能考入一所好高中，进而升入一所好大学。
2.The Taylors are a typical American family.泰勒家就是一个典型的美国家庭。
3.And they are always comparing them with other children.而且她们总是将自己的孩子和别的孩子相比较。
语法although, so that及until引导的状语从句知识目标掌握课文中的重点词汇及相关短语，并灵活运用。
能力目标学会谈论问题和给出建议情感目标遇到问题要主动地去和家人、朋友或亲近的人交流；如果身边的人遇到问题，能主动提供帮助；要学会放松、缓解压力。
八下Unit4集体备课
I agree．They aren't serious enough at that age．
3．Do you think sixteen-year-olds should be allowed to work at night？No，I don't
突
破
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拨
措
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1.More listening , speaking ,reading ,writing and practicing
2.Working in pairs, groups
3.Explain the difficult point by the teacher and practice more
重
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The structure: should be allowed to
难
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Target language
教
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知识目标：should be allowed to
能力目标：Train students’ listening skill and communicative competence.
情感目标：Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.
初三英语第二学期第四单元集体备课记录表
时间
地点
参加人员
主持人
3.18
初三办公室
全体英语教师
郭少英
知
识
结
部编版八年级英语下册教案 第四单元教学设计
部编版八年级英语下册教案第四单元教学设计目标通过本节课的研究，学生将能够：- 理解并正确使用关于交通方式和方向的词汇和表达方式；- 能够在日常生活中准确描述和问答与交通方式和方向有关的问题；- 能够进行简单的交通方式和方向的口语表达。
教学准备- 教材：部编版八年级英语下册- 多媒体设备：投影仪、电脑等- 教具：黑板、白板笔、图片或卡片等教学流程1. 导入新课- 利用图片或卡片等展示不同的交通方式，并引导学生复相关的词汇和表达方式。
2. 研究交通方式- 呈现交通方式的图片或卡片，并向学生展示每种交通方式的名称和特点。
- 在黑板上列出单词表格，包含交通方式的名称和对应的英文单词，并由学生一起默写和朗读。
3. 研究方向表达- 利用地图和指示牌等教具，向学生展示不同的方向表达方式，并解释其含义。
- 引导学生参与示范，用英语描述不同的方向。
4. 练交通方式和方向的问答- 分组进行问答练，一组学生扮演导游，另一组学生扮演游客，他们之间进行关于交通方式和方向的问答。
- 教师监督并纠正学生的口语表达和语法错误。
5. 拓展活动- 让学生以小组为单位设计一个城市旅游计划，包括选择交通方式和制定行程。
- 鼓励学生在小组内用英语进行讨论和交流。
课堂作业根据所学的交通方式和方向表达，编写一个关于去某个地方的短文。
教学反思本节课通过多种形式的教学手段，如视觉展示、问答练习和小组讨论等，帮助学生全面了解和掌握了有关交通方式和方向的表达方式。
同时，通过拓展活动，培养了学生的合作能力和口语表达能力。
在以后的教学中，可以进一步引导学生用英语进行地理和旅游相关的话题讨论，提高他们的综合语言运用能力。
外研版八年级英语下册教案M4Unit1
Module 4 Planes, ships and trainsUnit 1 He lives the farthest from school.一、教学重点:A.单词和短语：road, accident, except, far, far away, crowded, choice, classmate, all the time, journey, book, outside, close, park, however, costB.交际用语：1. What happened?2. Don’t worry.3. —Who lives the closest to school? — Lingling lives closest.4. — What is the most comfortable way to go to school for Betty? — By taxi.5. How do you get there?6. What’s the cheapest way?6. It is the fastest and the second cheapest.7. The more information, the better.二、教学难点:Superlative adjectives and adverbs (-est, most); irregular superlatives.Step 1 Warming-up1. Work in pairs. Show some pictures and ask “How do you often go to school?”2. Learn the new words.Step 2 Look and match.2. Look at the pictures in Activity 1 carefully.3. Now match the words with the pictures and check the answer.Keys: 1. train 2. ship 3. taxi 4. underground 5. busStep 3 Look, listen and match.2. Play the recording and ask the students to listen to the recording carefully.3. Listen and match the words in the box with the pictures in Activity 1.Step 4 Listen and read.1. Show some pictures, and ask the students to talk about them.2. Ask the students to read the conversation silently.3. Play the recording and ask the students to listen and read the conversation.4. Learn “Everyday English”1) What happened? 2) Don’t worry.Step 5 Complete the table.1. Ask the students to read the conversation again.2. Now complete the table.3. Ask the students to check with a partner.4. Check the answers: Keys: by bus by underground walks / on foot by bus Step 6 Complete the sentences.2. Read through the sentences.3. Complete the sentences with the correct words from the box.4. Check the answers: Keys: 1. closest 2. most comfortable 3. farthest 4. best Step 7 Complete the sentences.2. Read through the sentences.3. Complete the sentences with the correct words from the box.4. Check the answers: Keys: 1. except 2. modern 3. road accident 4. crowded Exercises:写出下列单词的最高级形式：1. short _________2. nice _________3. big _________4. thin _______5. early _________6. slowly __________7. beautiful _________________8. carefully _____________9. badly ______________ 10. much _________________ 11. little _________________ 12. far __________________Homework。
八年级英语下册Unit4集体备课英文教案
八年级英语下册Unit4集体备课英文教案Unit 4 He said I as hard-ringTeahing gals:1 Vabular: hard-ring, reprt ard, an d better, speaing, listening, average, surprise2 Patterns: hat did ur ath teaher sa?He said he uld spea three languages3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。
Iprtant and diffiult pints:1新的词汇和习语。
2个人Reprt ard 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。
Teahing aids:teahing ards, pitures and a tape rerderPerid 1Teahing ntents: Setin A 1a, 1b, 1, 2a, 2b, 2, Graar fusTeahing predures:Step 1 Leading inAs several Ss hat the are ging t d after shl rite their sentenes n the Bb Step 2 Pre-tasSa, These Ss tal abut hat the are ging t d after shl, if u ant t tell a friend hat the said, h uld u tell hi?rite the rds “He said” and “She said” n the Bb Sa, e an use the rds “He said” and “She said” t tell ur friend lie this: He/She said he/she as ging t pla basetball after shl Get the Ss t repeatRepeat this press ith the ther sentenes n the BbStep 3 hile-tasSB Page 26, 1a1As a student t read the fur questins(1)hat is a sap pera?(2)D u ever ath sap peras?(3)hat are se sap peras u nn?(4)hat are se things that happen n sap peras?2 rite the rds sap pera n the bard Pint t the piture and as students hat the thin a sap pera is3 Pint ut the TV sreens in the piture As ne student t read hat the persn sas in the first piture Then as anther student: hat did she/he sa? Help t anser: She/He said she/he as having a surprise part fr Lana n Frida night4 Repeat ith the ther pituresSB Page 26 , 1bAs different students t l at eah piture and tell hat is happeningPla the rerding the first tie Students nl listenPla the rerding a send tie and rite the nubers 1 thugh 4 in frnt f the pitures Then he the ansersSB Page 26, 1Pairr First Ss r in pairs, then as se pairs t present their dialgues t the lass Step 4 Pst-tasSB Page 27 , 2a ≈ 2b1 As several Ss t read these sentenes2 Pla the rerding Ss irle their anser3 he the ansersStep Graar Fus1 Revie the graar bx As Ss t sa the stateents2 Explain: In eah ase, the diret speeh tals abut present situatins and the reprted speeh tals abut past situatinsStep 6 Her用she / he said 将直接引语改为间接引语。
八年级英语下册Unit4集体备课英文教案
八年级英语下册Unit4集体备课英文教案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 1teaching contents: section a 1a, 1b, 1c, 2a, 2b, 2c, grammar focus.teaching procedures:step 1 leading inask several ss what they are going to do after school .write their sentences on the bb.step 2 pre-tasksay, these ss talk about what they are going to do after school, if you want to tell a friend what they said, how would youtell 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-tasksb page 26, 1a.1. ask a student to read the four questions.(1) what is a soap opera?(2) do you ever watch soap operas?(3) what are some soap operas you known?(4) what are some things that happen on soap operas?2. write the words soap opera on the board. point to the picture and ask students what they think a soap opera is.3. 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.4. repeat with the other pictures.sb page 26 , 1b .ask different students to look at each picture and tell what is happening.play the recording the first time. students only listen.play the recording a second time and write the numbers 1 though 4 in front of the pictures. then check the answers.sb page 26, 1c.pairwork. first ss work in pairs, then ask some pairs to present their dialogues to the class.step 4 post-tasksb 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 focus1. review the grammar box. 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 .。
人教版八年级英语下册集体备课教案：Unit4 Why don’t you talk to your
课题课时Period 1教学目标语言技能听：能听懂他人他人陈述困难和麻烦的简单对话的内容，并获取主要信息。
说：1.能询问、陈述自己或他人的困难和麻烦，如What’s wrong?I’m really tired because I studied until midnight last night.2.能针对别人的困境提出解决的办法和建议，如What should Ido?Well,you should call him so that you can say you’re sorry.语言知识语音：熟练把握邀请句的升调语调，同时，在口语交流时能做到语音、语调准确、自然、流畅。
词汇：1.熟练运用：allow,wrong,midnight,guess,de al.2.掌握：What’s wrong, look through,work out.语法：1.能正确使用情态动词could,should表达或劝告，如：Youcould go to his house.2.能正确使用Why don’t you...?句型表达建议。
功能：学会询问、陈述自己或他人的困难和麻烦。
话题：了解人际交往的相关知识。
情感态度1.培养学生用英语交际能力，学会与人进行流畅的沟通和交流；2.使学生在活动中学会真诚、坦然地与人交谈。
学习策略认知策略：能在具体的情境中询问、陈述自己或他人的困难和麻烦，从而进一步主动练习和实践。
调控策略：.能针对别人的困境提出解决的办法和建议,并与人进行交流。
交际策略：培养学生合作能力，不断完善知识点，加强对话练习，学会与人闲聊，进行交流。
资源策略：通过多媒体、录音机等教学辅助工具。
文化意识了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法。
教学重难点教学重点1.能正确使用情态动词could,should表达或劝告。
2.能正确使用Why don’t you...?句型表达建议。
教学难点1.Talk about problems.2.Give advice.教学方法听说法，交际法，教学辅助手段PPT, recorder.板书设计Unit4 Why don’t you talk to your parents？Sectio n A 1a-2dallow What’s wrong?wrong Why don’t you...?midnightguessdeal教后反思本节课学会了提建议的方式有：Why don’t you...? /Why not…?等Teaching ProcedureStages/TimingStep 1. warming-upStep 2 PresentationStep3 DiscussionStep 4Pre sentationStep 5 ListeningTeach ers’ a ctivitiesAfter greeting, ask students :What day is it today?What’s the date today?What’s the weather like today?1. Show the picture of a girl:T: Please look at this girl,what isshe doing?T: Look at her face,she isworried.because she has a lotof homework to do.Do yo uhave too much homework todo?Do you think it is serious?1a.Get them to read the followingsentences and discuss wheatherthey are serious or not. And thenwrite them in the approprite boxT:Do you have theseproblems?What kind of problemsdo you have?Students’ activitiesStudents answer the questions。
人教版八年级下册Unit4 Section3a-3c教案(表格式)
2.Then ask some Ss to share their answers in class.
（设计意图：让学生通过练习进一步巩固对文章的理解以及对知识点的掌握）
教学方法
情景交际法、自主学习与合作学习相结合
教学用具
课本、多媒体课件、学案。
教
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Step l：Lead in
1.Some Ss give some problems. Other Ss give advice.
Problems and advice:
1. I have to study பைடு நூலகம்oo much so I don’t get enough sleep.
offer to do sth.
communicate with sb.
后
记
3. My parents don’t allow me to hang out with my friends.
Why not read some interesting books at home?
4. I have too many after-school classes.
Why don’t you talk about it with your parents?
Why don’t you go to sleep earlier this evening?
2. I have too much homework so I don’t have any free time to do things I like.
八年级下册英语unit 4大单元教学设计
八年级下册英语unit 4大单元教学设计Unit 4 of the 8th grade English textbook focuses on the theme of "Great people and great inventions". In this unit, students will learn about some famous inventors and their inventions, as well as how these inventions have changed the world. The unit includes lessons on Thomas Edison, Alexander Graham Bell, the Wright brothers, and other notable figures in the history of invention.To design an effective teaching plan for this unit, it is important to incorporate a variety of activities and resources that engage students and help them understand the material in a meaningful way. Here is a sample lesson plan for Unit 4:Lesson 1: Introduction to Great People and Great InventionsObjective: Introduce students to the theme of the unit and familiarize them with some of the key inventors and inventions that will be discussed.Activities:- Start the lesson with a brainstorming session where students can share what they already know about inventors and inventions.- Show a short video or presentation about some of the inventors and inventions that will be covered in the unit.- Have students work in pairs or small groups to research and present on a specific inventor or invention.Assessment: Evaluate students' understanding of the material through class discussions and presentations.Lesson 2: Thomas Edison and the Light BulbObjective: Teach students about Thomas Edison and his invention of the light bulb.Activities:- Read a short biography of Thomas Edison as a class.- Watch a documentary or video on Thomas Edison's life and work.- Have students complete a worksheet or activity related to the invention of the light bulb.Assessment: Assess students' comprehension through a quiz or written assignment on Thomas Edison and the light bulb.Lesson 3: Alexander Graham Bell and the TelephoneObjective: Introduce students to Alexander Graham Bell and his invention of the telephone.Activities:- Read a biography of Alexander Graham Bell as a class.- Watch a video or listen to a recording of Alexander Graham Bell speaking.- Have students role-play a conversation using telephones to simulate the invention of the telephone.Assessment: Evaluate students' understanding through a role-play activity or written reflection on the invention of the telephone.Lesson 4: The Wright Brothers and the AirplaneObjective: Teach students about the Wright brothers and their invention of the airplane.Activities:- Read a biography of the Wright brothers as a class.- Watch a documentary or video on the Wright brothers' first flight.- Have students design and build paper airplanes to test the principles of flight.Assessment: Assess students' learning through a paper airplane design challenge or written reflection on the Wright brothers' achievements.Overall, the teaching plan for Unit 4 should incorporate a mix of reading, writing, listening, and speaking activities to engage students and help them understand the material. By incorporating a variety of resources and interactive activities, teachers can create a dynamic and engaging learning experience for students as they explore the world of great people and great inventions.。
八年级下册英语教学设计 unit4(共4课时)
Unit 4 Why don’t you talk to your parents?Period 1 Section A 1a-2dGoals: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 you r 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.ProceduresStep1.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 s leep 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.Blackboard DesignUnit 4 Why don’t you talk to your parents?Period 2 Section A 3a-Grammar FocusGoals:Ⅰ. Teaching Aims and Demands1.To learn some sentence patterns to give advice2.To learn new wordsⅡ. Teaching Key Points and Difficult Points1.Master the key words and expressions.2.Master the use of sentence patterns to give advice.Procedures:Step1.Lead in: A free talk.(5mins)1.Review the words.2.T:What problems can you meet in your daily life?S:...T:Which do you think is the most serious? Why? Share it with your partner.S:...Step 2.Activity 3a(6mins)1.Read the instruction of 3a and know what to do.2.Finish 3a by themselves.3.Invite some students to write the answers on the blackboard.4.Check the answers.Step 3.Activity 3b(10mins)Discussion:T:Do you agree or disagree with Mr. Hunt’s advice? Why?S:I agree / disagree with his advice because …Step 4.Activity 4a(3mins)1.Ask students to fill in the blanks.2.Check the answers.Step 5.Activity 4b(3mins)1.Write one piece of advice for each problem. Then compare your advice with your partner’s and decide whether the advice is good or bad.2.Check the answers.Step 5.Activity 4c(8mins)1.Choose one of the problems and ask your classmates for advice. Decide which classmate has the best advice.2.Ask students to do the pair work.Step 6: Summary(2mins)Step 7: Exercises(8mins)Blackboard Design:Unit 4 Why don’t you talk to your parents?Period 3 Section B 1a-1eGoalsⅠ. Teaching Aims and Demands1.Talk about problems2.Give advice3.Master the new words and structuresⅡ. Teaching Key Points and Difficult Points1.Master the key words and expressions.2.Master the use of sentence patterns to give advice.Procedure:Step 1. Lead in(3mins)BrainstormingT:I always feel worried. What should I do?S:....T:How to relax?S:....Step 2. Activity 1a (4mins)What activities do you like to do to help lower your stress?Order them [1-8] with 1 being the most favorite thing you do to lower stress.Step 3.Activity 1b (3mins)1.Tell your partner about your answers in 1a.2.Ask students to make a report about how to relaxStep 4.Activity 1c&1d (3mins)1.Have the students read the instructions and know how to do them.2.Play the tape for two times. The first time, ask students to listen carefully and finish the tasks. The second time, listen and check the answers.3.Follow the tape. Let students pay attention to the pronunciation and intonation.Step 5.Pair work (2mins)1.-My parents give me a lot of pressure about school. What should I do?-You could / should …2.-I don’t have enough free time. What should I do?-You could / should …3.-I have to compete with my classmates at school. What should I do?-You could / should …Step 6.Activity 1e(3mins)What is your advice for Wei Ming? Tell your partner and say why.Step 7. Pair work(3mins)Talk about the problems below and ask your partner for advice.Step 11.Summary (2 mins)Step 12. Exercises (5mins)Blackboard Design:Unit 4 Why don’t you talk to your parents?Period 3 Section B 1a-1ehave a fight withWhat should I do?You could / should …Unit 4 Why do n’t you talk to your parents?Period 4 Section B 2a-self checkGoals:Ⅰ. Teaching Aims and Demands1.Talk about after-school activities2.Give your opinionⅡ. Teaching Key Points and Difficult Points1.Master the key words and phrases.2.Improving students’ reading skills.Procedure:Step 1.Review（5mins）1. Review the new words2. Ask and answerT:What do you usually do on weekends?S:...Step 2. Activity 2a（3mins）1. Check (√) the after-school activities you and your classmates usually do.2. Share answers.Step 3. Discussion（3mins）Do you have after-school lessons? What are they?Do you like to have these lessons? Why?Step 4.Activity 2b&2d（5mins）1.Listen to the article and answer the questions.(1)What is the common problem for Chinese and American families?(2)Who gives their opinions about the problem?(3)Does Cathy Taylor think it’s important for kids to join after-school activities?(4)Does Linda Miller agree with Cathy? What’s her opinion?(5)Does Dr. Green agree with Cathy or Linda? What does she say?2.Read the passage and draw the most important sentences in each paragraph. Try to answer the following questions.(1)Life for Cathy Taylor’s three children is very ________.(2)What after-school activities do children take?(3)Do Doc tors think too much pressure is not good for a child’s development?3.Read the articleStep 5. Activity 2c（5mins）1.Look at the words in bold in the article. Try to match them with the meanings below.2. Check answers.Step 6.Activity 2e（5mins）Discussion:1. What do you think of after-school activities?2. What should you do to relax?Step 7. Activity 3a&3b（10mins）1.Read the opinions below and make notes on your own opinions.Topic:Why should children take after-school classes?2. Write a letter to the magazine to express your opinions on after-school classes for children. Use the following expressions to help you.Step 8. Summary（2mins）Sum up what you’ve learned in this unit.Step 9. Exercise（7mins）Blackboard Design:Unit 4 Why don’t you talk to your parents?Period 4 Section B 2a-self checkI believe …I (don’t) think …… is (not) good …… should …It’s important to …。
外研版八年级英语下册教学案：module 4 words grammar
单选
1. -How long have you had your bike?
-________ Saturday.
A. For B. Since
C. Then D. About
【易错题】
单选
1. - _______ have you used this book?
- Since you lent it to me.
【知识点】
1.Vocabulary:
cough, fever, headache, stomachache, toothache, ill, this, since, cold, catch a cold, take sb’s temperature, fast food, health, take.
北辰实验中学2013 --2014学年第二学期英语教师备课活页（电子用）
课题：M4 New words and grammar.课型：vocabulary&grammar主备：李慧日期：2014/3/10备课组长签字：主任签字：_______序号：__054_
教学流程
【教学目标】
1.To master the new words in M4.
附件1：律师事务所反盗版维权声明
附件2：独家资源交换签约学校名录（放大查看）
学校名录参见：://.
A. healthy B. health
C. Illness
4. Sam came to Beihai in 2002. He __________ here for nine years.
A. lives B. was living
C. has lived D. will live
人教版八年级下英语第四单元第一课时集体备课表
新授课
Unit 4 Why don’t you talk to your parents?
课时 课时 备课组成员 第一课时 section1a-2d 备课组组长
教 学 过 程
Step 2 Warming up Show some pictures and ask：What’s the matter / What’s wrong? S：He has too much homework to do. T：Does he like to do it? S1：No，he doesn’t. Because he doesn’t have any free time to do things he likes. Step 3 Talking
教 学 过 程
1. big deal是英语中的一个固定搭配，表示“重要的事情或状况”，多用于非正 式交流。作否定用法时，常说It’s not a big deal或It’s no big deal. 表示 说话人并不认为某事有什么了不起。
e.g. ① There ’ s a soccer game on TV this evening but I don ’t have to watch it. It’s no big deal. (今天晚上电视上有一场足球赛，但我不一定要看。
道难题。 )
课 堂 作 业 教 学 反 思
翻译短语和句子： 1. 太多 2. 允许某人做某事 3. 闲逛 4. 给…打电话 5. 为了 6. 浏览 7. 重要的事 8. 解决，算出 9. 怎么了？ 10. 你为什么不今 天晚上早睡一会儿呢？ 11. 你应该给他打电话这样你就能向他道歉。 Write three conversations about your problems and your friends ’ suggestions.
外研版初中八年级英语下册 Module 4 集体备课教案含教学反思
重点单词cough，fever，headache，stomach，toothache，since，take 重点短语take sb’s temperature，catch a cold，get a stomach ache，be harmful to重点句型1. How long have you been like this?2. I’ve been ill for about three days.3. What about the headache?重点语法现在完成时（三）自主学习方案学生自学新词汇（见教材P113、114），完成学案中相关练习所对应的重点单词。
学生自学教材（P26），找出课文中重点词组和句子。
完成学案中相关练习所对应的重点词组和重点句子。
课堂导学方案Step 1 情景导入教师可询问学生是否患过头痛、胃痛、感冒，是否看过医生，医生怎么对他们说。
然后用现在完成时态来简单地表达。
环节说明：教师的问题一定会引起学生回答的积极性，这样激发了他们学习的兴趣，同时也复习了现在完成时态，从而导入了新课程。
Step2完成教材1的任务1.要求学生朗读任1方框里的单词，为下面的教学任务做准备。
2.认真观察图片，将单词和图片连线。
完成任务1，集体核对答案。
3.听录音，完成下列表格。
看看贝蒂和大明患了什么病。
完成任务2，集体核对答案。
4.小结训练。
根据汉语提示写单词。
(1)He got a toothache（牙痛）he went to see a dentist(2)Have you taken your temperature（温度）？环节说明：任务1、2和小结训练，让学生对本节词汇掌握得更牢固。
Step 3完成教材3的对话理解1.大声朗读3，找出重难点句子。
2.教师详细讲解，学生熟记语言重点。
3.播放录音，学生跟读。
4.小结训练。
按要求来完成句子。
(1)I have studied German for two years.（改为同义句）I have studied German since two years ago.(2)I have been a teacher since 2000.(对画线部分提问）How long have you been a teacher?(3)has，in，long，this，uncle，how，your，cooked，restaurant (?)(连词成句)How long has your uncle cooked in this restaurant ?环节说明：通过教师讲解，学生熟记以及听力训练来提高学生的阅读理解能力。
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指导
课前预习；小组合作。
教具学具准备
多媒体
课时
划分
U1:2课时；U2:2课时；U3：2课时
潍坊市育才学校单元备课卡
年级
8
科目
English
中心备课人
冯梁
二次备课人
杨永芳
备课内容
Module 4 Seeingthedoctor
单元
教材
分析
本课是依托外研版八年级（下）第4模块Seeing the doctor的话题所设计的。本单元的话题为看医生。本课为听说课，教学内容为医生在给病人看病时的对话。由于教材中Unit 1的对话信息量较小，无法满足学生的需求，因此教师在设计本课时选取了内容与课本对话相似但信息量更为丰富的对话。
学情
分析
本课的授课对象为初二学生，对英语学习和对与实际生活中联系紧密的话题具有较浓厚的学习兴趣，大部分学生能具有良好的学习习惯，能够积极参与课堂。在语言能力方面，已经具备了一定的与本话题相关的词汇量。在听力理解方面，已经具备在教师的引领下听懂所选的对话大意，获取其主要信息的能力。在口语表达方面，具备能够利用课上所学内容来编相似话题的简单对话的能力。
单元
教学
目标
By the end of this lesson, students will be able to
1. understand the dialogue between the doctor and the patient
2. know some words and expressions to describe symptoms of common illnesses
3.understand some instructions and suggestions of the doctor
单元
重难点
教学重点：描述常见疾病病症的相关词汇以及医患对话中的句型
教学难点：描述常见疾病病症的相关词汇以及医患对话中的句型
重难点
突破
措施
教学应该以学生的认知发展水平和已有的经验为基础，面向全体学生，注重启发式和因材施教，教师要发挥主导作用，处理好讲授与自主学习的关系。通过有效的措施，引导学生独立思考，主动探索，合作交流。