新八下英语教案Unit4

Unit 4 Why don 'tyou talk to your parents?
The First Period
I .Teach ing Aims and Dema nds
1. Knowledge Objects
(1) Key vocabulary
allow; wrong; midnight; What 's wrong?
(2) Key structures What'swrong?
I'm really tired because I studied until midnight last night.
Why don'tyou go to sleep earlier this evening?
(3) Listening practice
Pairwork
2. Ability Objects
To train listening skill.
To train students'ability of communication.
3.Sensibility and Value
To be interested in taking part in all kinds of activities in an English class. n .Teaching Key Point Vocabulary and structures.
川.Teaching Difficulties
Listening practice.
Pairwork.
IV.Teaching Methods Listening and speaking methods.
Communicative approach.
V.Teaching Aids
A tape recorder.
A projector.
W .Teaching Procedures
Step I
Greet the class as usual and check the homework.
Step n Section A
Show a chart on the scree n.
And tell stude nts what my problem is.Ask stude nts to give advice.
Then write the words could,should and shouldn' on the board.Read the problem to the class aga in and help the class give advice using the wordscould,should and should n'Repeat each piece of advice to help stude nts un dersta nd it.
Tell stude nts in this unit we're going to talk about problems people have and lear n how to give these people advic—to tell people what we think they should do.
Step 川
Show the new words on the scree n.Read the new words and ask stude nts to repeat.Make sure that stude nts un dersta nd the meanings of the new words.
Step IV 1a
Now please ope n your books at Page 25.Look at activity 1a please.
Point to the problems and ask five students to read the problems to the class.
Read each sentenceagain and ask students to repeat it.Ask students to explain in their own words what each sentence mean s.They can point to parts of the picture,use actio ns,simple draw ings on the board and simple senten ces.
Then point out the headi ngs in the box to the class.Tell stude nts serious problem is a very bad problem,a very big problem.
Ask stude nts to write the problems in the Serious or Not serious colu mns.
Now talk about the an swers with the class.
(This activity introduces some key vocabulary.)
Step V 1b
In this activity first ask different students to say what they see in each picture.
Then ask students to listen to the conversation.In the chart circle the problems that they hear the girls talking about.
Play the recording for the first time.Students only listen.And then play it a second time.This time students circle the problems they hear.
Correct the answers.
(This activity gives students practice in understanding the target language in spoken conversation.)
Step W 1c Pairwork
First ask two students to read the sample dialogue.
Then say,Make conversations like this about the problems in activity 1a.
As students talk,move around the classroom checking their work.Offer language support as needed.
In the end ask several pairs of students to say their conversations to the class.
Give them little presents if they do their work well.
(This activity provides guided oral practice using the target language.)
Step VD Summary
This class we've learned some key vocabulary.And we've learnt how to give somebody advice if he or she has some problems.If you are interested in joining all kinds of activities in class,you 'll make great progress.
Step Vffl Homework
Please ask your parents or friends what problems they have in order to see if you can give them some good advice.
Step IX Blackboard Design
Unit 4 Why don 'you talk to your pare nts?
why don 't you do sth?
why not do sth?0
The Second Period
I .Teach ing Aims and Dema nds
1. K no wledge Objects (1) Key vocabulary
guess; deal; look through; big deal; work out. (2) Key structures What should I do?
You should write him a letter. What should he do?
Maybe he should say h 'sorry. What should they do? They should n'targue. 2. Ability Objects
To train stude ntsf liste ning skill. To master some grammar rules. 3.Se nsibility and Value
To enjoy help ing others whe n they have trouble. Cooperati on is very importa nt.
To help students realize the importance of cooperation. n .Teaching Key Points Key vocabulary. Key structures. 川.Teaching Difficulty Groupwork.
IV .Teaching Methods
Liste ning and speak ing methods.
could advice should should n '
Communi cative compete nee.
Cooperati ng method.
V .Teaching Aid
A tape recorder.
W .Teaching Procedures
Step I
Greet the class as usual and check the homework.
Ask some students to report their parents or friends problems and the advice they gave them.Give them little presents if some of them do their work well.
Step n
Write the new words on the board and teach them.Ask stude nts to repeat the new wrods.A nd make sure they can un dersta nd them.
could aux.v.（can 的过去式）
call up打电话给某人
argume ntn.争论；争吵；意见不合
Step 川2a
In this activity first ask stude nts to look at the picture.
Tell stude nts they are talk ing about the problem.
Say,Now you'll hear a conversation between Peter and a friend.Fill in the blanks withcould or should you hear.
Then play the recording the first time.This time students only listen.And play it a second time.As they listen to the recording this time,ask students to write Peter's friend is giving him advice on the bla nk lines in activity 2a.
Then check the an swers.
Step IV 2b
This activity provides liste ning practice using the target la nguage.
First read the in structi on s.Show stude nts the example match.
Ask students to listen again and Write the letters (a-e) next to the advice in 2a.
Then play the recording again.
Check the answers.
Answers
1. d
2.e
3.a
4.c
5.b
Step V 2c Groupwork
This activity provides guided oral practice using the target language.
This activity demands students to role play the conversation between Peter and his friend.
First tell students how to do this activity.
Point to the example in the sample dialogue.Ask two students to read the conversation to the class.
Point out the sentencesin activity 2b.Ask two students to role play a conversation between Peter and his friend using these two sets of sentences.
For example,
S a:What's the matter,Nari?
S b:I had a fight with my best friend.
S a:Maybe you could call him up.
S b:I don'twant to talk about it on the phone.
Help the students when necessary.
Then have student work in pairs.First one student is Peter and the other student is Peter's friend.Then the two students change places.
At the end check the answers by calling on different pairs to say a conversation to the class.Praise them for their good job.
Step W Grammar Focus
Review the grammar box.Ask students to say the questions and the responses.
Point out that the word should is always used to ask for advice,but the wordscould,should,and shouldn't are used to give advice.
Explain that the word could is a less serious word than should.Say,When you say someone
6
some one should do someth in g,it means that your advice is the best idea or the only e the word could whe n you are not very sure of your e should whe n you are very sure of your advice.
Step VD 2d
Let students read the conversation individually and find out the answers to this questions: What 'wro ng with Kim? What advice did Dave give Kim?
Play the recording for the students to listen and repeat. Ask them to pay more attention to the pronun ciati on and inton ati on.
The students read the conversation in pairs and find out some useful expressions and Ianguage poin ts. Then they talk about the useful expressi ons and Ian guage points in groups.
In pairs, the students prepare to role-play the conversation in 5-10 minutes. Then some pairs act it out to the class.
Step Vffl Summary and Homework
This class we listened to a conversation and knew about Peter'sproblem and the advice his friend gave him.And we 'e learnt the three words:could,should,should'.The three words are used to give advice.
After class you can have more practice using the three words to give some advice.
I hope all of you can express yourselves bravely in En glish .If you do this,you can make great progress.A nd also I hope you can lear n to cooperate happily.
Step IX Blackboard Design
The Third Period
I .Teach ing Aims and Dema nds
1. Knowledge Objects
Key vocabulary
relation; communication; argue; cloud; elder; instead; whatever; nervous; offer; proper; secondly; communicate; explain; clear; copy; return; anymore; get on with.
Key structures
What should I do?
You could try to be friendlier.
You should just be yourself.
2. Ability Objects
To train the students'judgement.
To train students'ability of comprehension.
To train reading skill.
3.Sensibility and Value
To be able to cooperate with others,help each other and complete the task-based activities.
To enable to understand the feelings of others in communication.
n .Teaching Key Points
Key vocabulary.
To judge which are good advice.
川.Teaching Difficulties
To give somebody advice.
Pairwork.
IV.Teaching Methods
Reading method.
Comprehension method.
Judge method.
V.Teaching Aid
A projector.
W .Teaching Procedures
Step I
Greet the class as usual and check the homework.
Ask students to give three pieces of advice using the wordcsould,should and shouldn't.
Praise them for their good work.
Step n
Show the new words on the screen.Read the new words to students and ask them to repeat.And make sure students can understand the meanings of the words.
Step 川3a
T: Please read the letter to a magazine and the reply from Robert. Find out the answer to this question: “What's Sad and Thirteen's problem?”(Ask the students to describe the problem using one sentence.)
The students read the letter as quickly as they can and find the answer to the question. (He
can'tget on with his family.)
Ask the students to read the letter in 3a again very carefully, and complete the chart.
Check the answers together.
Step IV 3b
T: Do you agree or disagree with Mr. Hunt's advice? Why?
Ask several students to express their opinions.
Then ask them to discuss this topic in groups. After discussion, some more students present their opinions to the class.
Step V 3c
Ask the students to read the letter again and find out the same or similar words or phrases to the words and phrases in 3c.
Then check the answers together.
Let the students make sentences using the new words or phrases and correct in groups.
Step W 4a,4b,4c
Ask the students to read each conversation in 4a and complete them using“although, so that”
or “until ”.
Then check the an swers.
Ask the students to read the problems in 4b. Make sure they understand the meanings.
Then the students complete 4b individually and share their advice with their parents. And decide whether the advice is good or bad.
Ask the students to read the problems in 4c. Then ask three students to read the model conv ersatio n to the class.
After that the stude nts choose one of the problems and ask their group members for advice. Decide which member has the best advice. Finally, several students report their problems and the best advice they get.
Step VII Summary
Today we've lear nt how to give somebody advice」hope you can lear n to com muni cate with others and help somebody if he or she has some trouble.
Step Vffl Homework
Preview the n ext page.
Fi nish off the workbook exercises.
Step IX Blackboard Design
The Fourth Period
I .Teach ing Aims and Dema nds
1. K no wledge Objects
Key vocabulary
member; pressure; compete.
Key structures
My parents give me a lot of pressure about school.
Pairwork
2. Ability Objects
To train students'ability of expression.
To train listening and writing skills.
To train the communicative competence.
3.Sensibility and Value
To raise students'interest of learning and remember more English words. To ask for help if students have any difficulties in studying English.
n .Teaching Key Points
Key vocabulary.
Key structures.
川.Teaching Difficulties
Pairwork.
Oral practice.
IV.Teaching Methods
Listening and writing methods.
Oral practice method.
Communicative approach.
V.Teaching Aids
A tape recorder.
W .Teaching Procedures
Step I
Greet the class as usual and check the homework.
Step n
Show the new words on the screen.Ask students to read the new words first.Then correct their pronunciation.Read the new words to students and ask them to repeat several times.
Step 川Section B 1a,1b
T: Just now I got some good ideas from you about how to lower my stress. Now I would like to know what activities 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.
The students complete 1a individually and talk with their partners about it. Then some of them present their opinions to the class.
Step IV 1c,1d
Ask the students to read the statements in 1c and make sure they can understand each one.
Then play the recording for the students to check the problems Wei Ming talks about.
If necessary, let the students listen a second time to complete 1c.
Check the answers.
Ask the students to go over three short passagesin 1d and make them try to guess the meanings of these passages.
Then the students listen and fill in the blanks.
Check the answers in pairs or groups.
Step V 1e
Ask the students to read the instructions in 1e and the model conversation between boys and girls.
Then the students do pairwork. After that several pairs will present their conversations to the class.
Step V I An Activity
The Worse Advice
Ask some students to write a paragraph about the worst advice they ever got.First ask the students to tell what the problem was.Then ask the students to say the different kinds of advice they got.Ask the students to say what the worst advice was.Finally,ask the students to say what they did
about the problem.
Step V II Summary and Homework
Today we've had listening,speaking and writing practice.And we've learnt how to give somebody advice and tell the reas on.
After class read the new words aga in and preview the new words on n ext page.
Step VIII Blackboard Desig n
The Fifth Period
I .Teach ing Aims and Dema nds
1. K no wledge Objects
(1) Key vocabulary
opinion; skill; typical; football; quick; con ti nue; compare; crazy; push; developme nt; cause; usual; cut out; compare- with
(2) Key structures
Doctors say too much pressure is not good for a chil'developme nt.
You should try to be funny.
(3) Read ing and writi ng practice
Groupwork
2. Ability Objects
To train stude ntsf ability of readi ng.
To train stude ntsf writ ing skill.
To train stude ntsf com muni cative compete nee.
3.Se nsibility and Value
To en able to com muni cate with others in En glish.
n .Teaching Key Points
Key vocabulary.
Key structures.
Reading and writing practice.
川.Teaching Difficulties
Groupwork.
Oral practice.
IV.Teaching Methods
Reading method.
Writing method.
Communicative approach.
V.Teaching Aid
A projector.
W .Teaching Procedures
Step I
Greet the class and check the homework.
Step n
Show the new words on the screen.
Read the new words to students and ask students to repeat.
Step 川2a
T: Although you have weekends, I know you are not free at the weekends. You have to take different kinds of after-school activities that you like or dislike. What after-school activities do you and your classmates usually take? Please check them in 2a, and you can write more activities you know.
The students check the activities in 2a, and write more activities they know in 3-5 minutes, then some students share their ideas with their partners.
Step V 2b,2c,2d,2e
T: What'syour opinion about the after-school activities? Maybe some of you think they make you tired or cause too much stress. In my opinion, you should learn to relax.
Now let's skim the article in 2b very quickly and answer the questions .
Check the an swers together.
Point to the leanning strategy: Guessing the meaning. Explain the strategy and make sure the stude nts can un dersta nd it well.
Then the students use the learning strategy to read the article again individually, silently, and very carefully. First guess the meaning of the words in the article individually and try to match them with the meaning in the box in 2c, the n check the an swers in pairs. Fin ally correct the an swers together.
Ask the stude nts to go through the questio ns in 2d, and make sure they can un dersta nd the meaning of these questi ons.
The n the stude nts read the article aga in very carefully and an swer the questi ons.
Ask the stude nts to discuss the questi ons in 2e in pairs.
Then some pairs share their ideas with class.
Step V Optional Activity
If stude nts are not comfortable read ing their own problems to the class,collect the books and read the problems to the class.Try not to let the class see whose book it is.
Step VI Homework
Lear n the new words by heart.
Step VII Blackboard Desig n
The Sixth Period
I .Teach ing Aims and Dema nds
1.K no wledge Objects
(1) New words
(2) Writi ng practice
(3) Exercises of the workbook
2. Ability Objects
To train self check skill.
To train students'ability of reading and writing.
3.Sensibility and Value
To be able to understand the feelings of other people in communication.
n .Teaching Key Points
New words.
Self check.
川.Teaching Difficulty
Writing practice.
IV.Teaching Methods
Self check method.
Writing method.
V.Teaching Aid
A projector.
W .Teaching Procedures
Step I
Greet the class and check the homework.
Step n
Show the new words on the screen.Ask students to read first and correct their pronunciation.
Step 川Self Check 1 and 2
This activity focuses on vocabulary introduced in the unit.
First ask students to read the words.Then ask students to fill in the blanks on their own. Check the answers.
Then ask students to make their own sentences with the words.
Write a number of students'answers to each word on the board.Correct any mistakes in the sentences.
The students read the problems and advice in Part 2 individually and choose the advice they
agree with more. Then talk about it with their partners.
After speak ing practice, some pairs will prese nt their conv ersati ons to the class.
Fin ally, the stude nts write their own advice in dividually and talk about it with their part ners.
Then ask some pairs to share their ideas with the class.
Step IV 3a,3b
This activity presents an opportunity for students to engage in open ended writing.
First look at 3a and the stude nts do groupwork to talk about the opinions.
Then ask some stude nts to prese nt their ideas to the class.
Ask the students to complete the letter in 3b individually. Before the writing they should go over the sen ten ces in 3b. And they can use these sen ten ces to help write their letters.
After fini shi ng the writi ng, the stude nts will check each other 'writi ng in groups, the n the best one can be prese nted to the class.
Step V Workbook
Secti on B
Step VI Blackboard Desig n
The Seve nth Period
Expla in the exercises with the stude nts
Refecti on。