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Unit 8 Why dont you get her a scarf? 教案设计 孔村中学 丁辉一、教材分析：本单元是Go for it 八年级( 下 ) Unit 8。主要围绕“Why dont you get her a scarf?”这一主题展开各种教学活动，并以这一主题引出对比物品质量、提出建议和意见的各种句型及其语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在有限的课堂实践活动中，通过学习赠送礼物这一功能话题，学习如何给他人提出建议和意见，能准确地用英语来表达。二、教材的地位和作用：“Go for it”教材有一个比较明显的编排特点，那就是每单元由Section A , Section B 和 Self Check三大版快组成，同时每个版快又由a, b , c 三小部分构成，内容循序渐进，符合学生的认知规律，教材又图文并茂，既能吸引学生的注意力，又能激发学生的学习兴趣，每一小部分中的部分又是pairwork,培养了学生的合作意识，每一小部分又有听力训练，培养了学生的听说能力。Section B中的a, 3b 又能培养学生的读写能力，本单元的综合语言知识能力的运用，又能在此体现出来。Section B中的3c是任务性教学，体现了语言的交际性和实用性。1.语言知识： 本单元要求学生掌握以下词汇（suggestion, personal, special, receive, gave, guy, mouse, child, pig, rabbit, clean, company, cost, asleep, choose, present, open, later, given, instead, enter, nearly, sang, clearly, winner, interested, encourage, progress, suggest, besides, mention, drive) 语言功能： 学会对比物品质量及提出建议。 语言结构（日常交际用语）： What should I get for Lisa? How about a CD? No, thats too cheap. Whats the best present you have ever received? A bike.2.语言技能：（1）能用提建议的各种句型对他人合理的提出意见和建议。（2）能掌握征求建议和提出建议的各种句型及对比物品质量的词语，如：What should I get my sister?Why dont you ?How about? What about? Too personal; not special enough; not creative enough; too boring; too cheap; too expensive等。（3）能在日常生活中恰当理解和运用本单元的话题范围内的单词和习惯用语。3、学习 策略：通过本单元的教学，我要求学生能通过上下文内在的逻辑联系，或在与老师和学生的交流活动中能正确地运用征求建议和提出建议的各种句型。 4、情感态度：通过对本单元的任务性活动，我的目的是能培养同学间的友好相处，规范自己与他人的合作与交流，同时激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。5、文化意识：了解西方人是如何表达赠送礼物的，了解中西赠送礼物的差异。三、教学的重、难点： 基于上述对教材的分析，我确定本单元的教学重点为词汇、词组搭配和征求建议以及提出建议的用法。 教学难点为如何运用所学知识在交际中准确地表达自己的观点。四、教学方法 1、教法分析： （1）本单元的话题源自生活，立足这一点，我充分利用学生已有的知识和生活经验，创设生活化的真实情境（或半真实情境）引导学生在 运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学， 在用中学,学了就用）。（2）开展多种类型的任务型活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究性学习。2、学情分析：我们教学的对象是初二学生，此阶段的学生容易出现两极分化，因此他们学习英语既感到好奇又担忧，希望能得到他人的肯定。因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。同时在听力、阅读和书面表达中加以落实，提高他们综合运用语言的能力，使各层次的学生都有所收获。五、教学过程设计The First Period （Section A 1a;111c;2c;3a;3b;4） Step 1 Warming up (Bring some objects to the classroom, such as a scarf, a tennis ball or basketball, a dictionary, a camera, a bicycle, a photo album and so on.)Display these things and ask the students what they think of them. T: (holding up the old scarf) What do you think of the scarf? S1: Its very old. S2: Its too boring. T: (holding up the photo album) What about this photo album? What do you think of the photo album? S: (help the students to answer) Its very special. Do the same things using other things.Step 2 Presentation Tell the students: Boys and girls, now I need your help. My mothers birthday is coming. But I dont what I should get her for her birthday. Can you give me some advice? T: What should I get my mom for her birthday?(write it on the blackboard)Tell the students he/she can answer like this “How about?”or “Why dont you get her/buy a?”(write them on the blackboard)T: What should I get my mom for her birthday?S1: How about a scarf?T: No, its too boring.T: What do you think? What should I get my mom for her birthday?S: How about a camera?T: That sounds good.Make the same conversations as the above. Write the gifts and the comments on the blackboard, like too expensive, too cheap, too boring, too personal, not special enough, not creative enough, good idea, sounds good and shell like that.Step 3 PairworkTell the students : suppose your mothers birthday is coming. What should you get your mom for her birthday? Ask and answer question like above in pairs. As they practice the conversation and make their own conversations, move around the classroom and check their work.Check the answers by calling on different pairs of students to present their conversations to the class.Step 4 PairworkTell the students: Think of a friend or a family member who is having a birthday soon. Then discuss with your partner what to get him/her for his/her birthday.Then have the students work in pairs. As they practice the conversation and make their own conversations, move around the classroom and check their work.Check their answers by calling on different pairs of students to present their conversations to the class.Step 5 Pairwork Ask the students if they have ever received gift for their birthdays. The students may answer “Yes”. Then ask one student in order to present this conversation: T: Whats the best gift you have ever received? S: T: When did you get it? S: (help the students to answer) On birthday. T: Who gave it to you? S: T: What a lucky guy! (have the students repeat )Have the students work in pairs. As they practice making their own conversations, walk around the room and give help where needed.Then check the answers by calling on different pairs to present their conversations to the class.Step 6 Pairwork (students book activity 3a)Point out the chart in activity 3a. Ask the students the column headings and the names of the four people. Tell the students , In this activity we will talk about what the best gift he/she has ever received, when they received it and who gave it to him/her.Ask the students to work in pairs. Ask student A in each pair to look at the chart on page 62 and student B to look at the chart on page 86. Have the students work in pairs to fill in the charts. Walk around the room and give help where needed.Check the answers by calling on different pairs of students to present their conversations to the class.Step 7 Pairwork Say, Im going to make a special meal. You can guess who it is for. Tell the students to guess like “Is it someone in your family?” “Is it your mother/father?” T : Im going to make a special meal. S: Is it someone in your family? T: Yes, it is. S: Is it your mother? T: No, it isnt. Have the students work in groups. Tell the students one can say Im going to buy a scarf or do other things. Ask the others to guess what that is for. As they make their conversations, walk around the room and give help where needed. Check the answers by calling on several groups to show their conversations.Step 8 Summary Say , in this lesson we learned how to compare qualities and give advice, using what should I get for? Why dont you get her a ? Why dont you buy a? Why not buy a ? How about doing sth? What about doing sth?Step 9 Feeding back Tell the students to do some exercises. 一. 单词填空1. My mother gave me a watch on my _ (twelve) birthday.2. Why dont you buy a photo a_ to your friend?3. Its my _ (person) secret.4. What about _ (buy)a camera for him?5. This is the _(beautiful) gift I have ever received.二. 句型转换6.Why not get a MP4? （变同义句） Why _you _ a MP4?7.Yesterday my father got me a dictionary.(划线部分提问) _ _ your father _ you yesterday ?8. How about going shopping? (改为同义句) _ _ go shopping ?9. The boy is very young. He cant teach himself.(改为同义句) The boy _ old _ to teach himself .三. 翻译句子 10. 我弟弟曾经受到的最好的礼物是一块手表。 The _ present my brother _ ever _ is a watch.11. 你给他买的那件礼物不够特殊。The gift you brought him isnt _ _. 12. 去散步怎么样？ _ _ _ for a walk? 13. 你为什么不买这双鞋。 它太便宜了。 _ _ you _ this pair of shoes? They are too cheap.Homework 1. Remember the words, phrases and sentence patterns.2. Make a conversation with your partner using the new knowledge. 3. Finish self-check 1.The second period (Listening Section A 1b;2a;2b; Section B 1a-2c)Step 1 Warming up Check the homework-Self check 1. Say, in last lesson we learned how to compare qualities and give advice. Now , show your conversations. Call on some pairs to show their conversations.Step 2 Listening (activity 1b ) Say, today we are going to do some listening practice. Ask the students to look at 1b on page 60. Tell the students listen and number the comments in the order you hear them. Play the tape for the first time and have the students listen and number the comments. After listening, check the answers. Play the tape for the second time. Have the students listen and repeat. Tell them to pay attention to the intonation and pronunciation.Step 3 Listening (activity 2a;2b) Have the students look at the chart in activity 2a. In each conversation, who is the person shopping for? Put a check in the correct column. Play the tape for the first time. Have the students listen and check the correct person. After listening, check the answers. Have the students look at the chart in activity 2b. Tell the students, for the second time listen and write the suggestions and comments in the chart below. Play the tape again. Have the students listen and write the suggestions and comments in the chart. After listening, check the answers. Play the tape for the third time. For this time, students listen and repeat. Tell the students to pay attention to the intonation and pronunciation.Step 4 Groupwork (section B activity 1a; 1b)Have the students look at the picture in activity 1a. Ask the students, what do you think of the animals? Which of these animals would be good pets? Which would be bad pets? Have the students write them in the diagram and compare their choices with their classmates.Ask the students to make a list of pets they can think of. Then talk about them in groups, whats the most popular pet? Whats the most unusual pet? As the students work in group, walk around the room and give help where needed.Call on several students to say their comments to the class.Step 5 Listening (activity 2a;2b)Have the students look at the chart. Read the names of the pets and the comments.Before playing the tape, tell the students to number the pets in the order they hear them. Write the numbers on the lines in the chart. Play the tape for the first time. After listening, check the answers.For the second time, tell the students to listen and draw lines to match the pets with the comments. Play the tape again. After listening, check the answers.Play the tape the tape for the third time. This time, have the students listen and repeat.Step 6 Pairwork (activity 2c) After listening, ask the students, what do you think is a good pet for you? And tell the reason. Some students may give their answers. Continue to ask, what do you think is a good pet for a 6-year-old child? Have the students look at the chart in 2c. Ask two students to read the questions and answers to the whole class. Ask the class work in pairs. Tell them they can use the comments in activity 2b or use their own ideas. As they make their conversations, walk around the room and give help where needed. Ask the students to pay attention to “tooto”(太而不能)Ask a few pairs of students to practice their conversations for the class.Step 7 Summary Today we practiced how to compare qualities in listening practice.Step 8 Feeding back一. 单词填空1. Its my _ (person) secret.2. She is _ (lucky) to have the chance to go to England to study English.3. Today is his _ (nine) birthday.4. Why _ (not get) him some CDs?二. 句型转换5. How do you like that CD?_ do you _ _ that CD?6. She is a very beautiful girl._ _ _ _ she is!7. Why not get her a scarf?_ _ you _ her a scarf? 三. 根据汉语意思完成英语句子。8. 我想对于一个6岁的孩子来说狗是好宠物。I think a dog is a good _ _ a _ child.9. 这首歌太难了，我唱不了。 The song is _ difficult _ _ _ sing.10. 狗很容易照看的。 The dog is easy _ _ _ _.Homework1. Read the passage in Self-check 2 and try to write about the most popular gifts among your family and friends.2. Remember the words, phrases and sentence patterns. The third period(Self check 2; Section B 3a-4)Step 1 Revision Check the homework-Self check 2. Have the students read the passage on their own. Then ask one student to read the whole passage to the class. Next the teacher can read the passage to the whole class, and pay attention to the intonation and pronunciation. At the same time, ask the students to pay attention to these phrases: be given away; rather than and instead, instead of doing sth.Finally, ask if anyone can read his passage to the whole class. Step 2 Warming up Say, I know all of you like to receive gifts. Ask the students, do you like to keep an animal as a pet? Some students may say “Yes”. Continue to ask, what kind of animal do you want to keep as a pet? The students may give different answers. Then ask, do you think pot-bellied pigs are popular? Maybe most students can understand why to keep pigs as pets. Tell the students the trendiest kind of pet these days is the pot-bellied pig. Make sure the students understand the word: pot-bellied.Step 3 Reading Ask the students to look at activity 3a. Have them read the two questions. Make sure they understand advantage and disadvantages. Play the tape while students read the passage quietly. While reading, try to guess and understand each new word. Have the students read the passage a second time and find the answers to the questions. If they cant, have them read it again. Then check the answers. Next play the tape again. Have the students listen and repeat. Pay attention to the intonation and pronunciation. Draw students attention to “enough”: creative enough (够有创意)；enough time(足够的时间)。Step 4 Writing Ask the students, do you like mice? The students may say “no”. continue to ask, what about hamsters? Do you like hamsters? Do you like to keep hamsters as pets? Make sure the students know the word “hamster”. Ask the students to look at 3b. Read the instructions to the whole class. Have the students read the notes about hamsters. And then try to write an article about them. As the students are writing, walk around the room and give help where needed. A few minutes later, call on several students to read their articles to the whole class. Step 5 Groupwork Ask the students, what pets do you want to keep? The students may give different answers. Continue to ask them, what are the advantages and disadvantages of keeping such a pet? Maybe the students cant give the exact answers. Draw students attention to activity 4. Read the instructions to the students. Then have them talk about the advantages and the disadvantages in groups. While talking, walk around the room and give help where needed.Step 6 Feeding back一. 单词填空 1. We must keep our classroom c_. 2. What are the _ (优点)and _(缺点) of keeping pets?3. His idea sounds _ (完美的)。、4. Keeping a turtle as a pet is _ (不寻常的)。二. 句型转换 1. You must take care of yourself. （改为同义句）You must _ _ yourself. 2. Playing with my pet is a lot of fun.（改为同义句）_ a lot of fun _ _ with my pet.三. 根据汉语意思完成英语句子 1. 我没有足够的时间陪你消磨。I dont have _ time to _ with you. 2. 我们今天不吃肉而改吃鱼怎么样？Shall we have fish _ _ meat today?3. 人们宁愿去买一辆新车而不愿去修理它。 People prefer _ _ a new car _ _ repair it.Homework1. Activity 3c. What kind of animal do you like? Write a magazine article about the animal, but dont say what the animal is.2. Remember the new words.The fourth period (Why dont you learn to sing English songs?)Play some music before class. Its best to listen to English songs.Step 1 Revision 1. Check the homework. Have a dictation.2. Ask several students to read their article.Step 2 Warming up Tell the students that this is an English song. Ask them, do you like the music? The students must answer “Yes”. Continue to ask, how many English songs can you think of? And which are your favorites? Ask several students to give their answers.Ask the students, do you think its useful to listen and sing English songs? The students may say “Yes”. Then another question, how can singing English songs help your English? Maybe its a little difficult for the students to answer. Have them talk about the question in groups. While talking, walk around the room and give help where needed. Next, ask several students to give their answers.Finally summarize: Singing English songs is a good way to learn English. Why dont we learn to sing English songs?Step 3 Reading (Section2 While You Read) Tell the students, now lets read Why dont you learn to sing English songs? Ask the students to read quietly quickly for the main idea: What does the article tell us? Two minutes later, check the answer (Singing English songs is a good way to learn English.). Have the students read a second time, and grasp the details of the article. First read the chart in activity 3a and these questions:1. How many singers entered the contest?2. How old were the singers?3. Who won the contest?4. Why did Jiang Wei win?5. Can you list some good ways to learn English well? After reading, ask the students to finish the chart and answer the questions. Then check the answers. Help them find the answers in the article.Tell the students to read for the third time carefully and find the phrases below:1.全中国，中国各地 2. 在舞台上看上去很自如3. 与一样好 4. 男/女子比赛的获胜者5. 6个月前 6. 取得很大进步7. 鼓励某人做某事 8. 听说9. 对感兴趣 10. 说英语的土著人11. 与某人交朋友While the students are reading, walk around the room and give help where needed. A few minutes later, check the answers.Step 4 Feeding back Ask the students to close their books. Say, lets see what you remember about the article. Write a summary of the reading using no more than 100 words. Give them about 4 or 5 minutes to write the summary. While writing, walk around the room and give help where needed. A few minutes later, ask several students to read their summaries to the whole class. Then give them a model summary:Because China will be the host for the 2008 Olympic Games, many people want to learn to speak English better. Some people entered a “singing English songs” contest, and the contestants were very successful. The winners of the womens competition said that singing in English made learning interesting and fun. An Olympic spokesperson said that everybody should have fun learning English. We can find a way to learn better if we look.Step 5 Go for it! Tell the students I want to be a volunteer of the Olympics in 2008. Ask the students, what can I do you for the Olympics? Can you give me some suggestions? Tell the students to use “Why dont you?”or “How about?” Ask several students to give some suggestions.Then ask the students, what can you do for the Olympics? Tell them to ask their partner for suggestions, while answering using “Why dont you?” or “How about?” And write their ways in the chart.Check their answers by calling on some pairs to practice their conversations.Step 6 Feeding back一. 单词填空1. Dont e_ the room. Theres a fire. Its dangerous.2. The match is over, I dont know who is the w_.3. We learn English, maths, history b_ Chinese.4. There are many good ways _ (learn) English.5. Singing English songs makes me more_ (interest) in _(learn) English.二. 根据汉语意思，完成英语句子。1. 你何时与他交的朋友？ When did you _ _ _ him?2. 对我们来说学好英语很重要。 Its important _ _ to _ _ _.3. 汤姆没有取得大的进步。Tom isnt _ great _.4. 他经常鼓励我们努力学习。He often _ us _ study hard.5. 他经常使我发笑。 He often _ me _.Homework 1. Remember the words and phrases.2. Finish the exercises below. 单元综合能力提升一. 词汇与句子（一） 根据句意、首字母及汉语提示
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