八年级下英语教案Unit4

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新目标英语八年级下unit4 Reading教学设计及课后总结反思

新目标英语八年级下 unit4 Reading 教学设计及课后总结反思
1．教学背景分析【教学内容分析】 Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元 reading，学习掌握过去进行时与 when/while 引导的时间状语从句连用这一语法现象。第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。
学生活动看图Biblioteka 回答问题。了解故事背景，在语境
3
step 3 reading
stop the taxi. 2. ask ss to read the words after the teacher. 3. check the reading of the new words.
4. get ss to remember the new words in one minute. 5. check the words.
2．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推进，逐步加深学生对故事的第一部分的理解。在此基础上，引导学生以听力的方式弄清故事的结尾。各个环节间的过渡自然得体，学生深深被故

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。

牛津译林版八年级下册英语Unit4说课稿

牛津译林版八年级下册英语Unit 4说课稿一. 教材分析《牛津译林版八年级下册英语Unit 4》的主题是关于日常生活中的不同职业和人物。

通过本单元的学习，学生可以掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求，提高他们的语言运用能力和跨文化交际意识。

本单元的主要内容包括职业介绍、人物描述、情景交际等。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

他们对日常生活话题感兴趣，善于观察和描述周围的人和事。

但部分学生可能在语言表达和思维逻辑方面存在一定困难，需要教师在教学过程中给予关注和引导。

三. 说教学目标1.知识目标：学生能掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求。

2.能力目标：学生能运用所学知识进行日常交流，提高他们的语言运用能力。

3.情感目标：培养学生对不同职业的尊重和理解，提高他们的跨文化交际意识。

四. 说教学重难点1.重点：职业相关词汇和表达方式的掌握，不同职业特点和需求的理解。

2.难点：情景交际的运用，语言表达的准确性和流畅性。

五. 说教学方法与手段1.任务型教学法：通过设定各种职业相关的任务，让学生在完成任务的过程中学习和运用语言。

2.情境教学法：创设真实的职业情境，引导学生进行角色扮演和交流。

3.合作学习法：鼓励学生分组讨论和合作完成任务，提高他们的团队协作能力。

4.多媒体教学手段：利用课件、视频等资源，丰富教学内容，激发学生的学习兴趣。

六. 说教学过程1.导入：以一段关于不同职业的视频导入新课，激发学生的兴趣。

2.职业介绍：学生分组介绍自己选择的职业，包括职业特点、工作内容等。

3.人物描述：学生根据提供的职业信息，描述一个与之相关的人物。

4.情景交际：创设职业情境，学生进行角色扮演，运用所学知识进行交流。

5.课堂讨论：引导学生讨论不同职业的需求和特点，提高他们的思维逻辑能力。

6.总结与反思：学生总结本节课所学内容，反思自己在学习过程中的优点和不足。

人教版八年级英语下册Unit4优秀教学案例

3.教师巡回指导，及时给予学生反馈和指导，帮助他们提高描述的准确性和流畅性。
（四）总结归纳
1.让学生汇报小组讨论的结果，总结描述人物外貌、性格和生活习惯的词汇和句型的用法。
2.教师对学生的总结进行点评和补充，确保学生能够准确地掌握和运用所学知识。
3.强调学习英语的重要性，激发学生继续学习的动力。
（五）作业小结
3.小组合作的互动性强：通过组织学生进行小组讨论、角色扮演等活动，鼓励学生互相交流和合作，提高他们的团队协作能力和沟通能力，培养学生的集体荣誉感和合作精神。
4.反思与评价的深刻性：在教学活动的各个环节，教师引导学生进行自我评价和同伴评价，使学生能够客观地认识自己的优点和不足，激发他们继续学习的动力，培养学生的批判性思维和自我反思能力。
（二）过程与方法
1.学生通过观察图片，培养观察力和想象力，为后续的口语表达打下基础。
2.学生通过小组讨论，互相描述外貌、性格和生活习惯，培养口语表达能力和团队协作能力。
3.学生通过角色扮演，模拟真实场景，提高口语表达能力和应变能力。
4.学生通过自我评价和同伴评价，认识到自己的优点和不足，激发继续学习的动力。
在整个教学过程中，我注重营造一个轻松愉快的学习氛围，鼓励学生积极参与，展示自己的才能。通过本节课的学习，学生不仅掌握了描述人物的外貌、性格和生活习惯的词汇和句型，还提高了英语口语表达能力，增强了团队协作能力。这个教学案例旨在为其他教师提供一种可行的教学方法，以激发学生的学习兴趣，提高他们的英语水平。
5.教学目标的全面性：本节课的教学目标涵盖了知识与技能、过程与方法、情感态度与价值观三个维度，使学生在掌握英语知识的同时，提高口语表达能力，培养团队协作能力，并以积极的态度面对学习和生活。
作为一名特级教师，我深知教学案例亮点的重要性。在本节课的设计中，我注重创设生动有趣的情景，提出有效的问题，组织互动性强的小组合作，引导学生进行深刻的反思与评价，并制定全面的教学目标。这些亮点使本节课成为了一个成功、高效的教学案例，有助于激发学生的学习兴趣，提高他们的英语水平，培养他们全面发展的能力。

鲁教版(五四学制)八年级下册英语Unit4SectionA1a2c教学设计

6.个性化辅导：关注学生的个体差异，针对不同学生的学习需求，给予个性化的指导和鼓励，提高他们的学习自信心。
7.评价与反馈：采用多元化的评价方式，如小组互评、教师评价等，关注学生在学习过程中的表现，及时给予反馈，帮助他们调整学习方法，提高学习效果。
8.跨学科融合：结合其他学科知识，如科学、社会等，开展综合性学习活动，培养学生的跨学科思维和创新能力。
5.培养学生的阅读理解能力，通过阅读短文，获取关键信息，了解未来可能出现的问题和解决方案。
（二）过程与方法
1.采用任务型教学法，设计各种实践活动，让学生在完成具体任务的过程中，运用所学知识和技能。
2.利用多媒体教学资源，创设生动、直观的教学情境，激发学生的学习兴趣，提高他们的学习积极性。
3.引导学生通过小组合作、讨论等形式，进行问题探究和解决，培养学生的合作意识和团队精神。
（五）总结归纳（500字）
1.教师引导学生回顾本节课所学内容，总结一般将来时的用法和未来生活相关的词汇。
2.学生分享学习收获，教师给予鼓励和肯定，强化学生的学习成就感。
3.教师布置课后作业，要求学生运用一般将来时描述未来生活，将所学知识内化为自己的语言能力。
4.教师强调英语学习的重要性，鼓励学生在日常生活中多观察、多思考，为未来的学习打下坚实基础。
2.学会使用一般将来时（will）描述未来的事物和现象，并能运用一般将来时进行句子构建。
3.能够理解和运用目标句型，如：“What will the future be like?”、“How will we solve the problems?”等，进行问题讨论和情景交际。
4.提高学生的听力理解能力，能够听懂并获取有关未来生活、环境等方面的信息。
4.注重个体差异，针对不同学生的学习需求，给予个性化指导，提高学生的学习效果。

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。

鲁教版(五四学制)八年级英语下册Unit4SectionB2a2d教学设计

难点：如何将环保意识转化为学生的实际行动，以及如何在课堂上有效地培养学生的情感态度和价值观。
（二）教学设想
1.针对词汇和语法的教学：
-利用多媒体教学资源，如图片、视频等，生动形象地展示词汇意义，增强学生的记忆。
-设计互动式的词汇游戏和练习，如单词接龙、词汇竞赛等，提高学生的学习兴趣和参与度。
-通过示例句型和对话，引导学生逐步掌握一般现在时的被动语态，并鼓励学生在小组活动中进行实际应用。
4.能够通过听力训练，提高获取信息、处理信息的能力，并能在实际生活中运用所学知识进行交流和表达。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法来达成教学目标：
1.通过小组合作、讨论等方式，激发学生的学习兴趣，培养合作意识和团队精神。
2.通过听力训练，培养学生的英语听力技能，提高学生的信息获取和处理能力。
3.引导学生回顾已学的环保相关词汇，为新课的学习做好铺垫。
（二）讲授新知
在讲授新知环节，我将按照以下步骤进行：
1.通过PPT展示本节课的重点词汇和短语，如“reduce”, “reuse”, “recycle”等，并结合图片进行讲解，帮助学生理解记忆。
2.引导学生学习一般现在时的被动语态，通过示例句型和练习，让学生掌握被动语态的构成和用法。
3.播放听力材料，让学生在听的过程中注意捕捉关键信息，提高听力水平。
4.分析2a-2d部分的内容，讲解环保措施和原因，引导学生关注环保问题。
（三）学生小组讨论
在学生小组讨论环节，我将安排以下活动：
1.将学生分成小组，每组讨论一个环保话题，如“如何减少塑料污染”。
2.每个小组分享自己的讨论成果，其他小组进行评价和补充。
3.引导学生观察、思考现实生活中的环保问题，将所学知识与社会实践相结合，培养学生的环保意识和责任感。

新人教版八年级英语下册unit4全单元教案

新人教,新,人教,版,八年级,英语,下册,unit4,全,SubjectEnglishTeachingClassTeachingTime主备教师辅备教师Teaching articleUnit 4 Why don’t you talk to your parents?Section A 1 (1a-2d)Teaching aimsKnowledge goals1) 能掌握以下单词：allow, wrong, guess, deal, work out2)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.③ I think you should ask your parents for some money.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。

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 keys1) Talk about the problems.2) Learn the new language points.Teaching difficult1、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。

Teaching aidsA tape recorder. Some picturesTeaching methodsListening and practicing methods, pair work, Task-Based Learning method.Teaching proceduresItemsTeacher ActivityStudents, ActivityTeaching proceduresStep 1 Warming up1. 导入学生们平时在学校和生活中存在的问题。

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。

人教版八年级英语下册Unit4 写作课教学设计(公开课教案)

Unit4 Why don’t you talk to your parents.写作课教学设计Teaching aims:Knowledge aims:Students could get familiar with after-school class and can express their opinions about it.Ability aims:Students will improve their writing and speaking abilities.Students will be able to collect writing materials and organize them according to one point.Emotional aims:Learning this lesson, students will know how to express their opinions logically.Students will learn to consider problems objectively and rationally.Teaching key points and difficult points:Key points:Students can make notes while discussion and arrange their arguments.Difficult Points:Students will learn to consider problems objectively and rationally.Teaching procedures:Step 1 Lead-in1.Greet students.2.Ask students questions “After school, what activities do you usually do?” and show some pictures about activities such as play basketball, play the piano and paint. Students will respond this question actively. In this way, I will lead to today’s topic “ your opinion on after-school classes for children”.(Justification: The question is closely related with the current situation of them and they would actively give answers. The teacher can lead the topic very naturally and it can also arouse students’ interest.)Step 2 Pre-writing1.Debate: Divide students into 2 groups and have a debate about “Your opinions on after-school class for children” One opinion is children should have after-school class because…/ The other opinion is children should not have after-school class because…. While the debate, the teacher will remind students to make notes of the reasons and then conclude the two opinions with students.eful expressions: ask students to pay attention to some conjunction words, such as firstly, then, in a word. And some sentence structures: I don’t really agree with... because...3.Outlining: Ask students to read 3b in the book, and illustrate the formation of letter.(Justification: through debating, students will have the material to write the letter. Through expression learning, the letter will be more logically. This part will lay a foundation for the following writing steps.) Step 3 While-writingDrafting: Ask students write a letter to the magazine to express their expressions on after-school class for children. Give students 15 minutes to write a draft.(Justification: Through writing by themselves, students’ writing ability will be improved.)Step 4 Post-writing1. Peer editing: After the drafting, ask students to check their articles with desk mates. They should read the passage and check the ideas or the logical development. Also, check carefully the grammar, spelling and punctuation of their writings.2. Ask several students to read their passages and then give someevaluations from the advantages and disadvantages.Then ask students to revise their articles according to the evaluations(Justification: The peer editing will help them find the mistakes about spelling , the grammar and the logic, which is a way to learn by themselves. They also learn the advantages and disadvantages from others. ) Step 5 Summary and homeworkSummary:Ask students to act as an assistant teacher to conclude what we have learned this class. And then the teacher will make some supplements.Homework：Do an interview: Ask your family members about their expressions on after-school class for children. And tell your parents your opinions about after-school class.Blackboard design:Expressions on after-school classDear XX,Children should have after-school class/ Children should not haveafter-school classFirstly,Then,In a word,Yours,XXX。

人教版八年级英语下册Unit4SectionA(Grammarfocus4a4c)教学设计

人教版八年级英语下册Unit4SectionA（Grammarfocus4a4c）教学设计
一、教学目标
（一）知识与技能
1.知识目标：通过本章节的学习，学生能够掌握并运用以下语法知识点：现在完成时态（have/has +过去分词），包括肯定句、否定句和疑问句；了解现在完成时态的用法，包括时间状语（already, yet, just, ever, never等）的运用。
（四）课堂练习
1.设计填空、选择、改错等类型的练习题，让学生独立完成，巩固所学知识。
2.安排同桌互评，让学生相互检查答案，并进行讨论、纠正。
3.针对学生的共性问题，进行集中讲解，确保学生掌握现在完成时态的正确使用方法。
（五）总结归纳
1.邀请学生分享本节课的学习心得，总结现在完成时态的用法和注意事项。
（二）教学设想
1.创设情境：通过引入与生活密切相关的话题，如旅行、聚会等，让学生在真实语境中感受现在完成时态的使用。利用多媒体展示相关图片、视频，激发学生的兴趣，引导学生主动参与课堂讨论。
2.激发思维：采用问题驱动法，提出与现在完成时态相关的问题，引导学生思考、探究。例如，让学生谈论自己的周末经历，引导学生使用现在完成时态进行回答。
5.互动交流：鼓励学生进行同伴互助、小组讨论，分享彼此的学习心得。在互动交流中，教师应及时关注学生的语法错误，给予纠正和指导，帮助学生巩固知识点。
6.拓展延伸：在教学过程中，适当引入一些拓展性练习，如看图说话、编写小故事等，让学生在更广泛的语境中运用现在完成时态，提高他们的语言综合运用能力。
7.教学评价：采用形成性评价和终结性评价相结合的方式，关注学生的学习过程和成果。在教学过程中，教师应多给予鼓励性评价，提高学生的自信心；在课程结束后，通过测试等方式，全面评估学生的学习效果。

八年级英语下册Unit4AgoodreadComicStrip@welcometotheunit教案

T:Understand? S:Yes.
Check:
Eddie asks Hobo ______ ____ ____ with the books. Hobo has not ________ ____. Eddie asks Hobo to give the books to him. Eddie feels __________ because he did not know that Eddie _____ books. In fact, Eddie wants to use the books to ______ the box on the fridge.
T:Understand? S:Yes.
T:I’ll give you 2 minutes .Please go...
T: OK ,Now,any questions?
Who can answer? (let’s Ss read for the others)
He /She reads once.You read twice,Are you clear?
Step 4 Guide Three (9’)
Please read the text with your partner within 3 minutes, then act it out .
Have a match! Which group can do it best?(The teacher
T: Are you clear ? S: Yes.
T:Do you like readingin your spare time? S:
T:What books do you like reading?S:...
T:OK,Let’t go on.

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。

人教八年级下册英语Unit4优秀教学案例

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

新人教版八年级英语下册Unit 4 Why don’t you talk to your parents 说课稿、教学设计及教后反思

Unit 4 Why don’t you talk to your parents? 说课稿一、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。

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。