人教版八年级英语下册unit4全单元教案
人教版八年级英语下册教案(RJ) Unit 4
Unit 4Why don't you talk to your parents?第一课时Section A (1a-2d)1.重点单词：allow，wrong，guess，deal2．重点短语：write him a letter，talk about，look through，work out3．重点句式：Why don't you talk to your parents?My parents don't allow me to hang out with my friends.I got into a fight with my best friend.What's wrong?I don't want to surprise him.I don't want to talk about it on the phone.I had a fight with my best friend.You should call him so that you can say you are sorry.I found my sister looking through my things.But why don't you forget about it so that you can be friends again?Although she is wrong，it's not a big deal.Hope things work out.1．重点短语和句型2．用Why don't you...？向他人提出建议1．重点短语和句型2．用Why don't you...？向他人提出建议一、预习课本P25-26新单词并背诵，完成下面的汉译英。
1．允许____________ 2.错误的____________3．猜测____________ 4.协议____________二、认真预习1a-2d找出下列短语和句型。
2023-2024人教版英语八年级下册大单元整体教学设计【新课标】Unit 4 Why don't
能理解和掌握含有连词until,athough.so that的相关表达个人困扰的句子。
Period 3
Section A
2d + F-4c)
1.学生通过学习词汇详解，学习本课时新单词和短语。
3.能够学会在语境中感悟或体会词汇含义，找出意思相近或相同的语言表达。
课时教学目标
Period 1
Section A 1a-2c
能初步使用“should ”“why don’t you...?”谈论表达个人建议。
能简单地谈论青少年在人际交往中遇到的困扰，并能说出自己的观点。
Period 2
Section A 3a-3c
1.归纳、梳理了本单元的重要句式结构和语法。
2.强化和巩固本单元目标语言。
1.选词填空。对连词表意功能的理解和运用。
2.写出完整的表达建议的句子。
3.开放性较强的口语交际活动,训练学生对所学语言内容的实际运用能力。
Period 4
听说
课
1a-1b融入新的词汇，让学生能够使用更丰富的语言表达来描述遇到的压力，讲述他们舒缓压力的方式，1c-1d进一步巩固单元所学的语法知识，强化连词的运用意识;1d体现了词块学习的特点;1e是一个全开放式口语实战演练，学生就三个小话题展开讨论，给出舒缓压力的建议。
思维
品质
通过听说读看写等训练，能够准确表达人际关系中的问题与建议。使学生能够正视自己的问题，养成不逃避乐观宽容大度慷慨的个人品性，培养良好的人际关系。在此基础上联系自身实际，实现知识与思维能力的迁移。
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? 教学设计一、教材分析（一）教材的地位和作用本课的中心话题是谈论同学们生活及学习中的问题和困难并提出合适的建议，从而展开教学活动。
学习本课的内容为整个单元打下基础，同时也是英语教学中拓展学生思维的重要环节。
（二）教学目标的确立和依据根据《新课程标准》的要求，为了完成正常的教学任务，有效地培养学生的自信，创新精神和合作互助的能力，我确立如下的教学目标：1、语言知识：学生能够使用以下词汇：too much, enough, allow, hang out, fight,wrong, midnight.句型：----What’s wrong?----I have to study too much so I don’t get enough sleep. ----Why don’t you talk to your parents?2、语言技能：（1）学完本课，让学生学会用英语说出学习和生活中的问题和困难，并能根据别人的问题给出合适的建议。
（2）能运用所学单词、短语及句型，结合实际生活进行灵活运用。
3、学习策略：（1）自主学习：要求学生采用自主学习的方式，能根据需要进行有目的的预习。
（2）合作学习：在活动中相互探讨，相互交流与合作，从而获得知识、技能和情感体验。
4、情感态度：（1）通过说出自己学习和生活中的问题和困难，让同学们学会释放压力，增加自信，热爱生活。
（2）通过给别人提建议，培养学生团结互助的精神，增进同学之间的感情。
5、文化意识：（1）了解中西方文化差异：我们比较委婉，而西方人则更直接一些，对学生进行不同文化意识的渗透。
（三）教学重点和难点：1.重点：让学生用英语说出学习和生活中的问题和困难，并且给出别人一些合适的建议，注意提建议的句型及用法和建议形式的多样化。
2.难点：用英语给出合适的建议是一大难点，词汇和短语搭配等基本功要扎实。
人教版初中八年级英语下册第四单元Unit 4 教案含教学反思
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。
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.。
人教版英语八年级下册教案：Unit4 Why don’t you talk to your pare
Unit4 SectionA〔1a-2d〕教案1.0Teaching Analysis教情分析1.1Teaching Objectives 教学目的1.1.1Language goals 语言目的allow, wrong, guess, deal, allow sb.to do sth., get into a fight with, be angry with, work out, call sb. up, surprise sb., give sth. back, be good at, although, hang out with, have a fight with, wait that long, talk about1) What’s the matter? P252) What’s wrong? P253) My parents don’t allow me to hang out with my friends. P254) I got into a fight with my best friend? P255) You should call him up. P266) I don’t want to talk about it on the phone. P267) What should I do? P268) But why don’t you forget about it so that you can be friends again? P269) Hope things work out. P2610) I guess you could tell her to say sorry. P2611) I found my sister looking through my things yesterday. P261) I have to study too much so I don’t get enough sleep. P26 (so 作连词，意为“因此，所以〞，表示因果关系。
人教版八年级下册第四单元Why don't you talk to your parents 教案
人教版八年级下册Unit 4 Why don’t you talk to your parents ?Section A 3a-3c教学重难点教材分析1.教学内容分析本课例的教学内容是人教版八年级下册Unit A 3a-3c,课型为阅读课。
本单元的话题是Family Relations,功能是Talk about problems and give advice, 基本结构有:You should …Why don’t you … ? Maybe you could …本课所选的Section A 3a是两封简短的信，第一封是一个笔名为Sad and Thirteen的女孩向她的老师Mr Hunt 写的求助信。
第二封是Mr Hunt给她提出的建议。
两封信在篇章结构和语言组织上有共同的特点：信的首句为主题句；使用不同的句式来谈论问题和提出建议；使用恰当的连词连结句子，语言紧凑连贯。
2.学生分析我校是农村学校，师资水平和城里的学校比，有一定的差距。
中学生的英语水平不如城里的学生，但是高于其他偏远学校中学生的英语水平。
本节课的话题为家庭关系，与学生的实际生活紧密相关，每个学生的家庭或多或少都有这样或那样的问题，经历相似，因而有话想说，有话可说。
【教学目标】基于对教学内容和学生情况的分析，本课预设了以下目标：1.掌握文中的词汇relation 、communication、argue 、refuse、nervous 、get oninstead、explain 和secondly的用法；2.在语境中感知、理解和运用不同句式描述问题和给出建议；3.学习和掌握阅读策略，根据话题对文章的内容进行预测，通过理解首句快速提炼文章的主旨大意，通过查找关键词迅速地切入文章内容。
4.在预测中充分想象和表达；正确判断教师和同学们的建议；根据信息的逻辑关系进行分析和判断，逐步形成多元思维的习惯。
5.根据短文的文本特征让学生进行仿写练习，恰当运用主题句和连词陈述自己的问题并对他人的观点提出疑点并表达自己的观点6.认识到每个人在成长的过程中总会遇到这样那样的问题，关键是如何面对，积极寻找解决问题的办法。
人教版八年级下英语第四单元unit4教案及练习
Unit4He said I was hard-working.1.Fill in the blanks with the words given.happen bring copy borrow pass on复制抄袭1.Can you some music CDs to the party?2.It’s not right for you to others’homework.3.He didn’t know what was outside.4.I’m so cold.Can I your jacket?5.I’m seeing Sue this afternoon.Do you want meto any messages?2.Read the story and then write it as a conversation.My best friend is Xiao Li,but last week in school we had a big fight,and she didn’t talk to me.It all started when she ask ed me if she could copy my homework.I ask ed her why she wanted to do that,and she said that she had forgotten to do hers.I said I didn’t think it was a good idea for her to copy my homework.She wanted to know why I didn’t think it was a good idea.I said it would start a bad habit,and that she should do her own work.She got really mad at me,and said she didn’t want to be my best friend anymore.I said that was OK and that I was sure she would get over it.And she did.Y esterday she told me she was sorry.She said it was mu ch better if she did her own workhers她的(名词性物主代词)own自己的get over克服;忘掉;原谅Language Points1.I ask ed her why she wanted to do that,and she said that she had forgotten to do hers.我问她为什么要那么做,她说她忘记做作业了。
人教版八年级英语下Unit 4 初中八年级下册英语教案教学设计课后反思
Step6.Feedback
Do some exercises.
1. Why not ______ her a scarf?
A. get B. to get C. getting D. gets
2. A nice day, isn’t it?
Yes, _____going for a picnic and relax ourselves?
A. Would you like B. Why not
C. What about D. why don’t
3.为什么你不跟你父母道歉呢？
____ ____ _____ say sorry to your parents?
4. Why don’t you read more books?(同义句转换)
Step2Let’s Watch
1.Watch a video together about a little boy’s life.
2.Afterwatching,talk about the problems the boy met with his parents and feelings.
Step3Let’s Talk
二、教学对象：八年级13班学生
三、教学目标
1、知识目标：
（1）根据图片与实际表述一些与父母之间的问题：don’t allow you to hang out with friends/Don’t want to talk to their parents./hasvetoo many after-schoolclasses/can’t sleep too long…
B2微课设计方案
教学设计主题
人教版八年级英语下册Unit 4 Why don't you talk to your parents教学设计
Share their answers.
2. 2a
First get the students to read the instruction and understand the means of could and should.
Then get them to listen and fill in the blanks.
(2) 2d : Role play the conversation.
Answer the following questions:
1) Why did Kim look sad?
2) Does Kim’s sister return his new magazines and CDs?
3) What did Kim think of his sister?
1)words 2)phrases 3) sentences
2.当堂检测(见学案)：教师要随堂进行评价，批改可以由学习小组内互批、组间互批、集体订正等方法，批阅后教师要统计达标情况,收集反馈信息，当堂矫正补救。
VI. Assignment
作业
1.口头作业:听并跟读录音，编对话，背笔记。
2.书面作业：
3.能熟练掌握并使用下列重点句式：
A: What’s wrong?
B: I’m really tired because I studied until midnight last night.
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。
八年级英语下Unit4 教案2人教版
人教版英语八年级下Unit4 教案2Unit 4 He said I was hard-workingTopic: Telling a story.Key words: hard-working, report surprise party . be mad at soap opera Functions: Report what someone said.Structure: Reported speech Simple past tense; Can for abilityLearning Strategies: listening for key words; self- evaluating●教学重点、难点分析：Target language:What did your math teacher says?He said I was hard working.I can speak three languages.What did she say?She said she was having a surprise party.●课前准备教学课件和录音机●教师设计教学步骤建议和说明Step1（Warm-up/Revision）Free talkWhat were you doing at 8:00 last Saturday evening?(I was watching Tv/…)What kind of TV show do you know?Step2 Lead-inGet the students to look at the pictures carefully, make sure most of the students know what is happening in the pictures. Do activity 1a. Ask the students to read the questions and talk about them. Maybe the teacher can explain what a soap opera is. A soap opera is a drama, typically performed as a serial on daytime television or radio, characterized by stock characters and situations sentimentality, and melodrama. What is a soap opera?Do you ever watch soap operas?What are some soap operas you know?What are some things that happen on soap operas?Show students several soap operas.Step3 PresentationShow some pictures to teach reported speech Simple past tense He said he wanted to be the best student in his class.He said he would try his best to improve his English.The cat told the mouse they were good friends!He told the baby he was going to give him some milk!He said he could give these flowers to his mother !Step4 Listening1b. First Listen to the tape about Young Lives and number the pictures. Check answers.Then listen again. Listen and write T or F for each statement.1.Ben told Lana that Marcia was going to have a surprise party for her. T大脑风暴，打开学生思维，讨论soap opera为学习间接宾语做铺垫。
新人教版八年级下册初中英语全册教案(教学设计)
新人教版八年级下册初中英语全册教案(教学设计)一. 教学目标本教案旨在帮助八年级学生掌握下册初中英语的相关知识和技能，包括听、说、读、写四个方面的能力提高。
二. 教学内容本教案涵盖了全册的教学内容，包括以下单元和主要教学点：1. Unit 1: Meeting New Friends- 语言点：be动词的一般现在时- 活动：介绍新朋友- 阅读：了解文化差异2. Unit 2: The First Day at School- 语言点：一般过去时- 活动：描述第一天上学的经历- 阅读：理解校园规则3. Unit 3: I Love Reading- 语言点：情态动词can和must - 活动：介绍喜欢的书籍- 阅读：阅读理解4. Unit 4: My School Life- 语言点：形容词比较级和最高级- 活动：描述学校生活的不同方面- 阅读：了解不同的学校生活5. Unit 5: Our Future Jobs- 语言点：职业相关词汇- 活动：谈论未来的职业- 阅读：了解不同的职业6. Unit 6: Weather and Climate- 语言点：天气相关词汇和短语- 活动：讨论天气和气候- 阅读：了解不同地区的气候7. Unit 7: Enjoy Your Trip- 语言点：旅行相关词汇和短语- 活动：计划和描述旅行- 阅读：阅读旅行指南8. Unit 8: At the Farm- 语言点：动词的现在进行时- 活动：描述在农场的经历- 阅读：了解农场生活三. 教学方法本教案使用多种教学方法，包括但不限于：听力练、口语对话、阅读理解、小组讨论、写作练等。
教师将根据具体情况选择合适的教学方法进行教学。
四. 教学步骤1. 引入新课，激发学生兴趣。
2. 执行听力练以提高学生听力能力。
3. 进行口语对话练，帮助学生提高口语表达能力。
4. 进行阅读理解练，加深学生对课文的理解。
5. 进行小组讨论，让学生互相交流观点。
人教版八年级英语下册Unit4SectionA3a—3c教案设计设计
⼈教版⼋年级英语下册Unit4SectionA3a—3c教案设计设计Unit 4 Why don’t you talk to your parents ?I. Teaching aims1.Aims of the knowledge(1)Let the students talk about the problems and give some advice to use the sentence W hy don’ t you do ...?(2)Make the students know the spelling of the new words and usage of the key words.(3)Make the students use the key words and make their own sentences.2.Aims of the abilities(1)Train the students to use the key words and express their thoughts.(2)Develop the students’ abilities of listening , speaking, reading and writing .3.Aims of the emotion(1)Make the students understand how to talk about problems and express feelings.(2)Make the students understand how to help others and get on well with others.4.Teaching keys and difficulties(1)Learn to use the sentence W hy don’ t you do ...?(2)Make the students master the new words communicate, communication ,explain, copy, deal, allow...and so on.(3)The students can make their own sentences and write a passage.II. Teaching methodsAs we all know , the teacher should use proper teaching methods in different classes. So according to learning background ,I will use the following methods:(1)Situational teaching method(2)Task-based language teaching method.III. Analysis of the studentsOur students are almost from the countryside, they are lack of knowledge and cultural background of the foreign countries and some students don’t like English, therefore, I will have students study in a relaxing atmosphere and encourage them to get over shyness , open their mouths to speak and take an active part in activities. IV. Teaching procedures.Step I. Leading-inLet's have a free talk .T: I hear the students from NO.18 Middle School are very friendly , you like helping others. So if my friends and I meet some problems , can you help us ?S: Yes(I will lead in to my new lesson in this way, the purpose is to arouse the students’interest in study.)Step II. PresentationI will show some pictures to the students, let the students guess what trouble he or she has and give them some advice. Lead the students to use the new words , phrases and the sentence W hy don’t you do ...?Picture 1.T: My friend Jimmy met a big problem, his parents don’t allow him to hang out with his friends. If I were Jimmy,what should I do ? Can you help me ?S: Why don’t you communicate with them ?Why don’t you have a communication with them ?...T: Please pay attention to allow , hang out , communicate , communication.Picture2.T: Look at the screen.W hat’s t he matter with Cathy ?S: She has too much homework.She studies too much.T: Maybe she has two problems.Can you tell me about her another problem?S: She has too many after-school activities.T: Please pay attention to too much and too many.Picture 3.T: What’s the matter with Bob?S: He is arguing with his friend. He is having a fight with his friend.T: If I were Bob, what should I do ?S: Why don’t you call him up and explain the thing clearly ...Pay attention to call, explain and explanation.Picture 4.T: What’s wrong with Tom?S: His friends are copying his homework.T: If I were Tom, what should I do ?SA: C opying others’ homework is wrong.SB: C opying homework isn’t a big deal.T: Pay attention to copy and deal.When the students answer my questions, I will write key words and phrases on the blackboard. Read the phrases and teach each key words carefully.NO1.allow1.My parents don’t allow me to hang out.2. The police allow parking here.NO2.communicate v.Why don't you sit down and communicate with your parents ?communication n.1. Have a communication with your parents.2. Mobile phones are important means of communication.NO3.deal---dealt---dealtv. 1. How do you deal with the problem?What do you do with the problem?n. 1. That’s a deal.2. It’s not a big deal.3. I have a great deal of work.NO.4explainv. explain sth to sbexplain a difficult problem to Tomn. explanation give a clear explanationNo.5copyv. copy the sentence downn. 1. I made four copies of the letter..2. Over one thousand copies of the books were sold out.After I explain all of the words and phrases, I will ask students to make their own sentences with the words. Divide them into some groups and have a competition, and find out which group can make more sentences.(The purpose of this step is to help the students understand the usage of the key words)Step. III Listening practiceListen and complete the passage.All the blanks are key words. I want to review the key words by listening practice . After listening twice , check the answers. And I will just show them the key words , ask students to make their own sentences by using any word they like. After that, ask the students to answer the question What problems does the boy have ?Ask the students to give him some advice.(The purpose of this step is to review the key words by listening practice )Step IV. WritingAt the same time, I will go on my next step---writing practice. I will give the students five minutes to write a short letter to the boy and give him some good advice using the words, phrases and sentences we have reviewed in class. And I will ask one student to come to the blackboard and let the students check his passage together. (The purpose of this step is to further practice the key words. )Step V. SummaryIn our daily life, we may meet some problems, we should try to communicate with others to solve the problems. On the other hand, we should try our best to help the people in need. In a word, Help others to enjoy yourself.Step VI. HomeworkI think homework is so important that students should practice English as much as they can in class or after class. It isnecessary for the students to do some exercises after class. So I give them homework: Ask your best friend what his problems are ? And give him or her some good advice. V. Blackboard design.Unit 4 Why don’t you talk to your parents ?Words Phrasesallow hang out , talk with sbcommunicate call sb upcommunication have a fight with sbexplain explanation get on well with sbcopy deal write a letter to sb。
Unit4大单元教学设计2023-2024学年人教版八年级英语下册
4. 自主学习能力：培养学生自主探究、合作学习的能力，引导学生运用多种学习策略获取和处理信息，提高学习效率。
5. 合作学习能力：通过小组讨论、角色扮演等互动活动，培养学生与他人合作、共同解决问题的能力，提高学生的人际沟通和团队协作能力。
- 答案：was watching
- 说明：was表示过去某个时刻，watching表示正在进行的动作。
9. 过去完成时题：
- 题目：根据情境选择正确的过去完成时态。
- 例子：I ___ (do) my homewoቤተ መጻሕፍቲ ባይዱk when you called me.
- 答案：had done
- 说明：had表示在你打电话之前已经完成的动作。
三、实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与一般过去时相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的实验操作。这个操作将演示一般过去时的基本原理。
3.成果展示：每个小组将向全班展示他们的讨论成果和实验操作的结果。
四、学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般过去时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
（4）听力理解能力：对于含有过去时的话语，学生往往因为不熟悉语法结构而影响听力理解。
（5）口语表达和阅读写作能力的提升：学生在实际运用一般过去时进行口语表达和阅读写作时，常常出现语法错误，导致表达不准确。
针对以上重点和难点，教师应采取有针对性的教学方法，如通过举例、练习、互动等形式，帮助学生理解和掌握一般过去时的构成和动词变化规则，以及如何运用时间状语。同时，通过听力训练、口语练习和写作任务，提高学生的实际运用能力。在教学过程中，教师应注意观察学生的学习情况，针对性地进行指导，确保学生能够突破难点，全面掌握本单元的核心知识。
新人教版八年级英语下册unit4全单元教案
2. Play the recording for the Ss to listen and write the words in the blank.
3. Play the recording again to check the answers.
1)能掌握以下单词：allow, wrong, guess, deal, work out
2)能掌握以下句型：
① —What’s wrong?
—I’m really tried because I studied until midnight last night.
② You could give him a ticket to a ball game.
Teaching procedures
Items
Teacher Activity
Students, Activity
Teaching procedures
Step 1Warming up
1.导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/What’s wrong?
S: He has too much homework to do.
Subject
English
Teaching
Class
Teaching
Time
主备教 师
辅备教 师
Teaching article
Unit 4 Why don’t you talk to your parents?
Section A 1 (1a-2d)
Teaching aims
Knowledge goals
人教版八年级英语下册Unit4Whydon’tyoutalktoyourparents单元教学设计
四、教学内容与过程
（一）导入新课，500字
在导入环节，教师可以通过与学生谈论家庭生活中的小问题，激发学生的兴趣，为新课的学习做好铺垫。
教师提问：“Do you have any problems in your family life? Can you share one of them with us?”（你在家庭生活中遇到过什么问题吗？你能和我们分享一个吗？）
（2）选取一段与本单元主题相关的英语对话，进行模仿跟读，注意模仿语音、语调，提高口语表达能力。
2.阅读作业：
阅读课后文章，回答相关问题，锻炼提取关键信息、概括文章主旨的能力。同时，关注文章中出现的重点词汇和句型，进行积累和复习。
3.口语作业：
结合本单元所学，与家人或朋友进行一次关于家庭生活问题的英语对话，尝试用所学句型和时态提出建议和解决方案，将对话过程录音，以便在课堂上分享。
（2）教师邀请学生上台演示，运用一般现在时和现在进行时描述问题。
3.学生跟读并模仿，巩固所学知识。
（三）学生小组讨论，500字
1.教师将学生分成小组，每组讨论一个家庭生活中常见的问题。
要求学生运用所学句型和时态，提出解决问题的建议。
2.各小组派代表分享讨论成果。
教师引导学生互相评价，关注语言表达的准确性和合理性。
难点：如何帮助学生克服对长篇文章的恐惧，提高阅读效率和理解程度。
3.重点：培养学生的跨文化交际意识，了解不同文化背景下的沟通方式。
难点：如何让学生在实际交流中，尊重文化差异，运用恰当的交际策略。
（二）教学设想
1.针对重难点，采用以下教学策略：
（1）情境教学法：通过设定各种真实语境，让学生在角色扮演、情景模拟等活动中，学会运用一般现在时和现在进行时描述问题和提出建议。
人教版八年级英语下册Unit4单元整体优秀教学案例
在教学方法上，本节课采用任务型教学法，通过小组讨论、角色扮演、调查报告等形式，让学生在真实的语言环境中练习英语，提高他们的口语表达能力和团队协作能力。同时，教师还应关注学生的个体差异，给予他们个性化的指导，使他们在课堂上能够充分展示自己。
2.教师组织学生进行自我评价、同伴评价和教师评价，多元化地对学生进行评价，帮助他们了解自己的学习状况，找到改进的方向。
3.教师根据学生的评价结果，调整教学策略，为学生的个性化学习提供指导和支持。
作为一名特级教师，我深知教学策略在教学过程中的重要性。在教学过程中，我将根据学生的实际情况，灵活运用各种教学策略，提高教学效果。同时，我还将注重培养学生的学习策略，使他们能够独立思考、主动探究，成为具有自主学习能力的优秀学生。在教学过程中，我将始终关注学生的学习进展，关心他们的成长，用爱心和耐心去引导他们，让他们在学习英语的过程中，收获知识，提升能力，丰富情感。
1.教师组织学生进行小组讨论、角色扮演等活动，培养他们的团队协作能力和沟通能力。
2.教师引导学生分工合作，完成调查报告、海报等任务，提高他们的实践能力和合作意识。
3.教师关注小组合作的过程，及时发现并解决合作中出现的问题，确保每个学生都能在合作中得到锻炼和成长。
（四）反思与评价
1.教师引导学生对自己的学习过程进行反思，发现自己的优点和不足，提高他们的自我认知能力。
本节课通过展示动物保护的相关图片和视频，引发学生对动物保护的关注和思考。这种情境创设不仅提高了学生的学习兴趣，而且使学生更加关注身边的动物保护问题，激发了他们保护动物的热情。
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④ Why don’t you talk to him about it?
Ability goals
(1）能够运用所学知识谈论问题和困难、提出建议并做出选择；
（2）能根据对方所提出的问题，给出一些合理的建议。
B:I’m really tied because I studied until midnight last night.
A: Why don’t you go to sleep earlier this evening?
Step 5 Listening
Work on 2a:
T:Peter has some problems. What advice does his friend give him? Fill in the blanks withcouldorshould.
①I have to study too much so I don’t get enough sleep.
②I have too much homework so I don’t have any free time to do things I like.
③My parents don’t allow me to hang out with my friends.
Moral goals
培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
Teaching keys
1) Talk about the problems.
2) Learn the new language points.
Teachingdifficult
1、能根据对方所提出的问题，给出一些合理的建议。
2、学会表达建议的一些方式。
Teachingaids
A tape recorder.Some pictures
Teachingmethods
Listening and practicing methods, pair work, Task-Based Learning method.
1. Let Ss read the sentences in 2a.
2. Play the recording for the Ss to listen and write the words in the blank.
3. Play the recording again to check the answers.
Teaching procedures
Items
Teacher Activity
Students, Activity
Teaching procedures
Step 1Warming up
1.导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/What’s wrong?
S: He has too much homework to do.
1)能掌握以下单词：aபைடு நூலகம்low, wrong, guess, deal, work out
2)能掌握以下句型：
① —What’s wrong?
—I’m really tried because I studied until midnight last night.
② You could give him a ticket to a ball game.
Work on 2b:
1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.
2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a.
Subject
English
Teaching
Class
Teaching
Time
主备教 师
辅备教 师
Teaching article
Unit 4 Why don’t you talk to your parents?
Section A 1 (1a-2d)
Teaching aims
Knowledge goals
④I have too many after-school classes.
⑤ I got into a fight with my best friend.
Step 3 Listening
1. T: Tell Ss to read the sentences in 1a again. Make sure they know the meaning of the sentences.
1. Let Ss read the conversation in the box.
2. Use the information in 1a to make other conversations.
3. Let some pairs act out their conversations.
e.g. A:What’s wrong?
T: Do he like to do it?
S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.
Step 2 Talking
1.Look at these problems. Do you think they are serious or not?Ss discuss with their partners and give some advice.
2. Play the recording for the Ss to listen and circle the problems you hear in 1a.
3. Play the recording again. Check the answers with the Ss.
Step 4 Pair work