八年级英语下Unit4学案3人教版

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八年级英语下Unit4 教案3人教版

人教版英语八年级下Unit4 教案3Unit 4 He said I was hard-working.I. Teaching aims and teaching demands:In this unit students learn to report what someone said and tell a story.II. Teaching key and difficult points:A.Vocabularyever, mad, anymore, message, hard-working, surprise party, report card, first of all ,lazy, soap opera, house, snacks, beach, history, science, Spanish,B. Target languageWhat did your math teacher say?He said I was hard-working.I can speak three languages.What did she say?She said she could speak three languages.C.StructuresReported speechSimple past tenseCan for abilityIII. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. This unit is divided into eight periods.Lesson 1 Speak and listenSection A 1a---1cI. Teaching aims and demands:Students learn to report what someone said.II. Teaching key and difficult points:A.Vocabularysoap opera, surprise party, be mad at, on Friday night,B.Target languageWhat did she say? She said she was having a surprise party for Lana on Friday night. Did you ever watch soap opera?What are some things happened on soap opera?III. Teaching methods: Audio-lingual methodsIV. Teaching aids: a tape recorderV. Teaching procedureActivity 1. RevisionTask 1. DictationTask 2. Ask and answer.Questions about the past progressive.Activity 2. PresentationThis activity introduces some new vocabulary and provide oral practice using the target language.Task 1 . Ask four students to stand in front of the class, and the teacher asks them the following questions as a reporter.1.What are you going to do when you grow up?2.What are you going to do next week?3.What are going to do after school?The students will give different answers, then ask a good student to report what they said.I am going to e a doctor.What did she say?----------She said she was going to be a doctor.I am going to have a party on Friday night.What did he say?-------He said he was going to have a party on Friday night.I am going to do my homework.What did she say ?------ She said she was going to do her homework.I am going home after school.What did she say?-----She said she was going home after school.Say In this unit we are going to learn to use words like to report what someone said. Task 2. Read the instructions. Then ask a student to read the four questions. And write the words on the Bb. Explain what soap opera is.Task 3. Ask the students to Look at the pictures, point out the TV screens in the picture. Ask one girl to read what Marcia said.What did Marcia say? She said She said she was having a surprise party for Lana on Friday night. Repeat the other pictures in the same way.Activity3. Listen and number the pictures in activity 1a.Task 1. Play the recording the first time. Students only listen.Task 2. Play the recording a second time. Students number the pictures. Then check the answers.Activity 4. PairworkAsk the students to ask and answer about what the people in the soap opera said. Homework1.Make up your own conversations.2. Write down the sentences in 1a.Lesson 2 Listen and speakSection A 2a---Grammar FocusI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A.Vocabularya surprise party, be mad at, not…anymore, bring …to , happen (on), Direct Speech, Indirect Speech.B.Target languageBen told Lana that Marcia was going to have a surprise party for her.She said she was mad at Marcia.He told me he would call me tomorrow / the next day.She said she could speak three languages.III. Teaching methods: Audio-lingual methods and PPPIV. Teaching aids: a tape recorderV.Teaching procedureActivity 1. RevisionTask1. Check the homework. Ask and answer.I am a student.What did he say?-----He said he was a student.I can swim.What did she say ?------She said she could swim.I will ring you up tomorrow.What did she say?She told me she would ring me up.Activity 2. Listening and circling .Task1.Read the instructions. Learn the key vocabulary.Task2.Point to the five sentences and ask different students to read them to the class. Then say: You will hear a conversation between two people who are talking about a soap opera on TV.Circle True or false after each statement.Play the recording twice and students circle their answers. Then check the answers. Activity 3.ListeningTask 1. Read the instructions.Task 2. Play the recording again and check the answers.Activity 4. GroupworkTask 1.Read the instructions for the activity.Task 2. Point to the pictures in activity 2b.Ask the students to use the words and pictures as they have their conversations.Task 3. Have the students work in pairs.Task 4. Check the answers by calling on different pairs to say a conversation to the class.Activity 5. Grammar FocusReview the grammar box.ask the students to say the statements.Pay attention to the following:Direct speech Indirect speecham, is , am having, go, will, can was , was having, would , could, wenta present situation a past situationWhen you report what someone said, you use words that talk about the past. Homework1.Review the conversation and the vocabulary.2.Write the sentences in grammar focus.Lesson 3 Reading and writingI. Teaching aims and demands :Students learn to report what someone said.II. Teaching key and difficult points:A. Vocabularya surprise party, first of all, be mad at, anyone, on Friday night, homework project, pass the message to, jacket, supposed,B. Target languageMarcia told Ben she was having a surprise party for Lana.Lana told Ben That she wasn’t mad at Marcia anymore. She told Ben That she would go to Marcia’s house on Friday night.III. Teaching methods: Audio-lingual methods and Control-reading and writing. IV. Teaching aids: a pictureV.Teaching procedureActivity 1. RevisionTask 1.Revise the vocabulary and the key structures.Task 2.Dictation.Activity 2. Reading and writingTask 1 .Read the instructions. Point to the newspaper story and then to some of the blanks students will fill in.Task 2. Ask several students to read the article to the class, saying blank each time you e to a blank line. Then ask the students to fill the blanks on their own. Then check the answers.Activity 3. Writing This activity provides guided oral practice using the target language.Task 1. Read the instructions.And then ask several students to say out their ideas about the next episode. the other students judge if the episodes are good or okay.Then get the students to discuss their episodes in groups.The students can imagine anything they want.Task2.Finish the newspaper article. Ask one or two students to read their episodes to the class.Activity 4. Groupwork This activity provides an opportunity for students to practice their speakingand listening skills in role plays.Task 1. Read the instructions. Then ask the students to work in groups of four students.Task 2. Ask students to plete the role plays on their own.Task 3. Ask a few students to role plays to the class.Homework1.Review the vocabulary and target language.2.Finish the episodes on your own.Lesson 4 Section BI. Teaching aims and demands :Students practice using the target language.II. Teaching key and difficult points:A. Vocabularyhard-working, be good at, do well in, can do better,lazy, math, history, science, Spanish,report card,B. Target languageI am good at speaking.I am better at reading than listening.I can do better in math.I think you are very hard-working.What did your math teacher say?He said I was Hard-working.Activity 1. Revision This activity introduces the key vocabulary and provides reading practice using the target language.Task 1. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means. be good at, do well in, can do better, lazy, hard-working,Ask the students to make sentences with the phrases.Task 2.PairworkFirst read the conversation in the box, then ask students to work in pairs to talk about their answers .Task 3. Have some pairs act their conversations to the class.Activity 2. ListeningThis activity gives students practice writing the target language and understand it in spoken conversation.Task 1. Read the instructions.Point to the pictures and ask students to tell what they see. Help the students understand that the teacher in Picture 1 is a math teacher, in Picture 2 is a Spanishteacher, in Picture 3 is a history teacher.Say you will hear a conversation between a boy and his parents. They are talking about his report card.Task 2. Play the recording the first time. Students only listen.Task 3. Play the recording a second time.Ask the students to fill in the bubbles .In the speech bubbles write the actual words each teacher used.Then correct the answers. Activity 3.ListeningTask 1. Ask different students to read the information on the four report cards. Task 2.Listen carefully.Then check the answers .Activity 4. PairworkTask 1.Read the instructions.Task 2.Ask two students to read the conversation to the class.Task 3. Work with the partners and say what did your math teacher say?He said I was hard- working. Point to the report cards in 2b.Ask several questions about a report card and answer the questions using information on the report card .Ask some pairs of students to say their conversation to the class.Homework1.Review the vocabulary .2.Write your own conversations about report card.Lesson 5 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularygrandpa, be in good health, report card, nervous, envelope, luckily.\, semester, true, disappointing, lucky.B.Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.You are lucky.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2. Reading and writingTask 1.Teach these words:Task 2. Ask the students to read the instructions.Task 3. Ask the students to read the letter and find Alan’s report card in activity 2b on page 29.Task 4.Read the letter loudly, and make sure the students understand the letters. Correct the answers.Activity 3. WritingTask 1. Read the instructions.Ask students to read the information of Scott from activity 2bTask 2. Ask the students to write the letters on their own.Task 3. Ask some students to read their letters to the class.Activity 4. Writing on your own.1.read the instructions.2.ask the students to say something they might write about.3.ask some students to read their letters.Activity 5. Pairwork1.Ask the students to read the instructions.2.Ask two students to read the dialogue.3.Ask students to plete the work in groups.4.Ask a few students to share the sample conversations.Homework1.Review the vocabulary .2.Finish off the writing exercises.Lesson 6 Reading and writingI.Teaching aims and demands :Students practice the target language by reading and writing.II. Teaching key and difficult points:A.Vocabularyhappen, bring, copy, borrow, pass on, own, get over, have a fight,B.Target languageMy math teacher said that I was hard-working.My Spanish teacher said that my listening was good.She asked me if she could copy my homework.I said that was OK and that I was sure she would get over it.III. Teaching methods: Audio-lingual methods and Control-writing.IV. Teaching aids: a tape recorderV.Teaching procedureActivity1. RevisionTask1. Check the homework. Ask and answerWhat did your math teacher say?He said I was hard-working.Task2.Revise the vocabulary.Activity 2.Fill in the blank.Task 1.Teach these words.Task 2. Ask the students to fill in the blanks on their own.Task 3. Correct the answers.Activity 3. Read and Writing1.Ask the students to read the story and then write it as a conversation.2.Ask a few students to read their conversations.3.Just for fun. Ask two students to read the conversation to the class. Homework1.Review the vocabulary .2.Finish off the writing exercises.。

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。

人教版新目标英语八年级下册Unit4 第三课时教案

新目标英语八年级下册Unit4 He said I was hard-working.教学设计(第三课时)班级：初159班教师：普里生一、教学目标△知识目标1.V ocabulary: first of all, message, pass on, suppose, be supposed to2.Target language: Marcia told Ben she was having a surprise party for Lana.△能力目标1.能正确转述别人的话，培养学生说的能力。

2.提高学生的阅读和写作能力。

△情感目标在生活中学会认真倾听别人说话。

二、重点、难点△Key Points: Train students’ reading and writing skills.△Difficult points: To use the target language correctly.三、教法选择本节课，采用情景视听法，任务型教学法，为学生设置真实的情景、语境，使学生在学中用在用中习得语言，帮助学生养成良好语言学习习惯。

四、教学过程Step1: Greetings and RevisionGreet the class as usual.Ask some students to answer questions, such as What did you do last weekend? What were you doing at the same time of last Sunday?... Then make others change the answers into reported speech.Step2: ConsolidationShow some pictures on the screen to consolidate the language structure.Step3: Lead-inThis time we are going on talking about the Soap opera Young Lives. Do you still remember who Ben, Lana and Marcia are? First let’s review the episodes about theYoung Lives. Through doing this, it will easier for students to do the 3a.Step4: 3aAsk students to make into groups(four students form a group). As they work, Teacher walk around the room and offer help as needed. Then check the answers and read the story.Step5: 3bIn this activity students can write anything they like. What do think Ben, Lana and Marcia will do next? After a few munites, ask some students to share their episodes in class.Step7: SummaryIf it’s possible, ask students to summarize first.Today we’ve had some reading and writing practice. And also we’ve had role plays. All the activities can strengthen the target language.Step8: HomeworkPlease write the newspaper article(3b) on your exercise book.。

【人教版】八年级英语下：Unit4 Why don’t you talk to your parents单元学案(含答案)

Unit 4 Why don’t you talk to your parents?一、What is wrong with you?（2 x 14）1. 作业太多_________________________2. 睡眠不足___________________________3. 没有空闲_________________________4. 父母不许___________________________5. 太多课外班________________________6. 与…..打架__________________________7. 关系不好________________________ 8. 生…..的气_________________________9. 感觉寂寞和紧张____________________ 10. 需要更多时间进行正常的交流______________ 11. 给我很大的压力____________________ 12. 不得不与同学竞争____________________ 13. 借东西不还________________________ 14. 同其他孩子比较____________________二、What should I do? （2x 6）1. 打电话讨论某事_____________________2. 提供帮助________________________3. 坐下来谈谈________________________4. 应该解释________________________5. 独自一个人呆着_______________________6. 不给孩子太大压力___________________三、other phrases （2 x 8）1. 不是什么问题_____________________2. 希望事情能解决__________________________3. 同意…..的建议_______________________4. 考上一个好高中__________________________5. 训练体育项目________________________6. 典型的美国家庭__________________________7. 从小就开始竞争________________________8. 一个孩子的发展__________________________四、Sentences（3 x 15）1. —我应该怎么办？—为什么不忘了呢？虽然她做错了，这也不是什么大不了的事情。

新人教版八年级英语下册Unit 4 导学案(3)

Unit 4 why don't you talk to your parents?第三课时（Section B 1a-2a) 导学案【学习目标】：1). 能掌握本节课的单词,句子：member，pressure… My parents give me a lot ofpressure about school .2) . 进行听力训练，提高综合听说能力。

3) . 遇到问题要主动地去和家人，朋友，同学交流，学会放松，缓解压力。

【学习重、难点】：1) 进行听力训练，提高综合听说能力。

1）.听力训练温故知新：复习Unit4 Section A Grammar Focus 中的句子，看看你能背写下了吗？自主互助学习：和同桌合作完成Unit4 Section B 1a,1b听力训练1. 认真听录音完成了1c和1d。

2. 再听录音核对答案。

3. 综合提高：小组分角色朗读听力材料中的对话。

重点语法学习：Until, so that ,although 引导的状语从句：Until：在带有till或until引导的时间状语从句从句里，如果主句用肯定式，其含义是“一直到……时”，谓语动词只能用延续性动词。

如果主句用否定式，其含义是“直到……才……”, “在……以前不……”, 谓语动词可用瞬间动词。

例如： The young man read till the light went out.Let’s wait until the rain stops.We won’t start until Bob comeDon’t get off until the bus stops.so that：引导目的状语从句 so that（为了，以便）例如：We started early so that we could catch the first train.He studies hard so that he could work better in the future Although：although的用法意思相当于though（尽管，虽然），用来引导让步状语从句。

八年级英语下Unit4学案3人教版

人教版英语八年级下Unit4学案3Unit 4 He said I was hard-working.讲学稿一、学习目标：1. 掌握直接引语与间接引语的意义、功能及用法；2. 进一步熟练过去时态（一般过去时、过去进行时）。

二 . [重点词组](Key Phrases)1.be mad at sb 生某人的气同义词组2.not ……anymore 不再3.bring ……to 带来，反义词组4.have a party for sb. 为某人举行一次聚会5 .have a surprise party 举行一个惊奇晚会三、学习重点难点：直接引语：直接引述别人的话（句子中有“”）。

间接引语：用自己的话转述别人的话，叫“间接引语”（句子中一般无“”）直接引语变间接引语A.一般不表示请求或祈使的句子改为一个宾语从句1.连词若直接引语引号里的内容是陈述句，那么改为间接时，要用连词 that (可以省略) ……………….一般疑问句，…….，要用连词 if/whether (不可以省略)……………….特殊疑问句，…….，要用连词 wh- 即特殊疑问词本身（不可省）2.变化（1）主句动词的变化一般说来，主句谓语动词常为said或said to，变为间接引语时，当直接引语是陈述句时，said不变。

当直接引语是一般疑问句和特殊疑问句时，则要把said或said to变为asked / asked sb.（2）从句人称的变化由直接引语变间接引语时，从句的主语人称要遵循一主、二宾、三不变的原则。

①直接引语的主语是第一人称变为间接引语时要和主句的主语保持一致。

②如果直接引语的主语是第二人称变为间接引语时要与主句的宾语保持一致。

③如果直接引语的主语是第三人称变为间接引语时，人称不变。

例如：①They said, “We will go there by bus.” →They said they would go there by bus. （3）、从句动词时态的变化a. 如果主句的时态是一般过去时，从句的时态则应是与主句时态相应的过去时态。

人教版英语八年级下册Unit4课教学设计

2.通过听力训练，让学生学会在真实的语境中捕捉关键信息，培养良好的听力习惯。
3.通过阅读课文，引导学生运用不同的阅读策略，提高阅读效率，培养批判性思维。
4.通过课堂讨论和课后作业，让学生运用所学知识分析和解决实际问题，提高学生的思辨能力和创新能力。
5.教师引导学生进行自我评价和同伴评价，培养学生自我反思和自我提高的能力。
2.利用例句和情景，引导学生学习一般过去时和现在完成时的用法，让学生在实际语境中感受这两种时态的区别和联系。
3.以课文为载体，教授阅读策略，如略读、寻读、精读等，帮助学生更好地理解课文内容。
4.对课文中的重点句子进行分析，让学生学会运用所学语法知识进行句子构建。
（三）学生小组讨论，500字
在学生小组讨论环节，我将组织以下活动：
2.语法练习：完成一般过去时和现在完成时的语法练习题，要求学生能够准确运用这两种时态描述过去的事情及其对现在的影响。
提示：学生可以通过写作或口头练习来巩固时态的运用。
3.阅读练习：阅读一篇关于人口问题的短文，运用课堂所学的阅读策略，如略读、寻读、精读，提高阅读理解能力。并回答相关问题。
提示：学生可以总结文章的主要观点，并用自己的话进行复述。
3.阅读策略运用不足：学生在阅读过程中，可能尚未形成有效的阅读策略，导致阅读效率低下。
4.口头表达能力有待提高：学生在进行课堂讨论和口头陈述时，可能存在表达不清、逻辑混乱等问题。
针对以上学情，教师在教学过程中应注重以下方面：
1.丰富学生的词汇量，通过拓展学习、词汇游戏等方法，提高学生的词汇运用能力。
6.家庭作业：要求家长参与，让学生向家长介绍本节课所学的知识，并讨论家庭所在地区的人口问题。
提示：家长可以提问，促进学生思考和表达，同时加强家校合作。

人教版英语八年级下册Unit4SectionA(2d3c)教学设计

五、作业布置
为了巩固本节课的学习内容，提高学生的英语综合运用能力，特布置以下作业：
1.复习本节课所学的核心词汇和短语，如：amusement park，roller coaster，scary，boring，exciting等，并尝试用这些词汇编写一段关于自己喜爱的娱乐活动的对话。
2.结合所学语法知识，用一般现在时态和一般过去时态各写一篇短文，分别描述自己经常参加的娱乐活动和过去一次难忘的游乐园经历。
针对人教版英语八年级下册Unit4 Section A(2d3c)的教学内容，我们对学生的学情进行分析。八年级学生经过前两年的英语学习，已经具备了一定的词汇量和语法基础，能够运用一般现在时和一般过去时进行简单句子的表达。在此基础上，学生对本节课的学习有以下特点：
1.学生对娱乐活动话题感兴趣，这为教学提供了良好的情感基础。通过生活化的情境，可以激发学生的学习热情，使其积极参与课堂活动。
四、教学内容与过程
（一）导入新课，500字
1.教师通过向学生展示一组关于娱乐活动的图片，如amusement park，roller coaster等，引导学生用英语描述图片内容，激发学生的兴趣和好奇心。
2.教师提问：“What do you usually do in your free time? Do you like going to amusement parks?”，让学生自由讨论，分享自己的兴趣爱好。
4.鼓励学生在课堂上展示作业成果，提高他们的自信心和表达能力。
（五）总结归纳，500字
1.教师引导学生回顾本节课所学内容，总结一般现在时态和一般过去时态的用法，以及重点词汇和句型。
2.学生分享自情感态度与价值观，教育学生正确看待娱乐活动，养成良好的生活习惯。

人教版八年级下学期英语学案设计：Unit 4 Why don’t you talk to your

Unit 4 Why don’t you talk to your parents?第一课时(Section A 1a-1c)【学习目标】1. 学习谈论生活中遇到的问题，会使用could或should来表达建议。

2. 通过谈论生活中遇到的问题及听取别人的建议，合理宣泄不良情绪，学会与他人友好相处。

【学习重点】★重点单词：allow（允许；准许）,wrong（有毛病的；错误的）.★重点短语：allow sb. to do sth.（允许某人做某事），hang out （闲逛），get into a fight（吵架；打架）.★重点句型：—What’s wrong?（怎么了？）—I’m really tired because I studied until midnight last night.（我真的很累，因为我昨天晚上学到半夜。

）—Why don’t you go to sleep earlier this evening?（你为什么今天晚上不早点睡觉呢？）【课前预习方案】(一)小小翻译官。

（请预习课文，将下列中文译成英文）。

1. 不得不做某事have to do sth.2. 得到足够的睡眠get enough sleep3. 太多作业too much homework4. 空闲时间free time5. 允许某人做某事allow sb. to do sth.6. 闲逛hang out7. 课后补习班after-school classes 8. 吵架；打架get into a fight9. 学到半夜study until midnight 10. 早点睡go to sleep earlier（二）请朗读1a中学生遇到的各种烦恼，对你来说这些问题中哪些是严重的，哪些是不严重的?根据你的看法将它们的序号写在方框里。

（三）想一想。

你能想出几种提建议的方法？请把他们写在下列横线上。

1.You could...2.You should...3.What about...?4.How about...?5.Why don’t you...?【课堂活动方案】活动一：学习1a的各种烦恼。

人教新目标八年级英语下册Unit 4 第3课时教案

精品基础教育教学资料，请参考使用，祝你取得好成绩！Unit 4 Why don’t you talk to your parentsSection A 3 (Grammar focus-4c)一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：copy, return2）进行一步复习巩固学习Section A 部分所学的生词和词组。

3）对询问困难及提出的建议的句型，掌握其规则。

4) 通过不同方式的练习，来熟练运用询问及提建议的表达方式。

2. 情感态度价值观目标：让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。

二、教学重难点言1. 教学重点：1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 熟练掌握和运用询问困难和提建议的表达方式。

2. 教学难点：1) 总结询问问题和提出建议的句型，掌握规则。

2) 练习运用所学的句型。

三、教学过程Step 1 Warming- up and revision1. Have a dictation of the new words learned in the last class.1.make sth. clear (同义词) ___________2.talk (同义词) _______________3.not allow (同义词) ______________4.worried (同义词) ______________5.get along with (同义词) ____________municate （名词）_____________7.old (比较级) _______________2. Check the homework.3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s th e only _____________ they have. Whe n they _____, it’s like a big black cloud ____________their home. He doesn’t like it.His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.Step 2 Grammar focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。

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。

英语人教版八年级下册Unit 4 3a-3c导学案及教学设计详案

Unit 4 Section A 3a-3cSelf-learning List：1.Words：_______________ 关系；联系_______________任何；每一_____________交流；沟通（v.）______________主动提出；自愿给予_______________争吵；争论_______________恰当的_______________代替；反而_______________其次2. Phrasal verbs:_____________________和睦相处__________________与某人沟通交流_____________________拒绝做某事__________________笼罩__________________关于某事与某人争吵__________________主动提出做某事____________________介意某人做某事__________________同意/不同意…3. After reading, try your best to finish 3c.Presentation:Step1 Lead-in: A song ------ Seasons in the SunStep2 New WordsStep3 Read the two letters in 3a and finish the exercisesTask1: True or FalseTask2: Multiple Choice QuestionsTask4: Fill in the blanks1. Sad and Thirteen has a p________: he can’t g___________his family. His parents f_______ a lot. It’s the only c______________ they have. When they a________, it’s like a big black cloud h____________their home.His brother always watches TV until midnight, and r__________ to let him watch his favorite TV show. So He always feels l_________ and n__________ at home.2. Mr. Hunt thinks he should t_____________these feelings with his family. He should o________to help. Maybe he could do more housework so that they have more time for p_________ c___________. And he could sit down and c_______________ his brother. He could e_________ that he doesn’t m_________ him watching TV, but his brother should let him watch shows.Step4 Think about it(3b): Do you agree or disagree with Mr. Hunt’s advice? Why? Step5 Discuss your answers of 3c in your groups and decide whose sentence is the best.(接龙)Task 5：Do you have anything to say to your parents?Dear Mom and Dad,_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours, xxxx__1.各组A、B、C、D分别将自己与家人之间存在的问题用“发言卡”方式说出来，其他同学给予建议，作为自己对于父母的建议。

人教版八年级下册Unit4 Section3a-3c教案(表格式)

l.Ask Ss to finish 3c by themselves and then discuss their answers in groups.
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
学
过
程
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.

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。