人教版八年級(jí)英語(yǔ)下冊(cè)教案

Unit1Willpeoplehaverobots?

Teachinggoals:

1.Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.

2.will構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句、否定句、疑問(wèn)句及回答.

3.Therebe句型的一般將來(lái)時(shí).

4.more,less,fewer的用法.

5.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí)，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).

6.對(duì)fiveyearsago,today,infiveyears簡(jiǎn)潔回顧與展望的方式，貼近實(shí)際符合學(xué)生心理，激發(fā)學(xué)習(xí)興

趣.

7.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài)，鞏固一般將來(lái)時(shí).

Importantanddifficultpoints:

1.will構(gòu)成一般將來(lái)時(shí)態(tài)的句式。

2.Therebe句型的,般將來(lái)時(shí)態(tài)。

3.more,fewer,less的用法。

4.Howtomakepredictions.

Period1

Teachingprocedures:

Step1Leadingin

1.Greetings:Welcometoschool.

What'sthedatetoday?Who'sondutytoday?

Doyouenjoyyourwinterholiday?

Doyoufinishyourhomework?

Doyouwanttoliveonthemoon?

Canyouguesswhatwillhappenintenyears?

CollecttheSs'answersandsaysomethingabouttheirpredictions.

Step2Pre-task

SBPage2,1a.

1.Lookatthepicture:HowwilltheworldbedifferentinthefutureJOOyearsfromnow?We'regoingto

talkaboutsthin100years.

2.Readeachpredictionstotheclass.Explainthenewvocabulary.

3.Readtheinstructions.MakesureSsknowwhattheyshoulddo.

4.Doitbythemselves.

5.Talkabouttheanswerswiththeclass.

Explain:一般將來(lái)時(shí)態(tài)

構(gòu)成：will/begoingto+動(dòng)詞原形

Step3While-task

SBPage2,1b.

1.Practisereadingthesixpredictions.

2.ReadtheinstructionstoSs.Circlethethingsyouhearontherecording.

3.Playthetapetwice.

4.Playthetapeathirdtime.Atthesametime,checktheanswers.

SBPage2,1c.

1.Payattentiontothedialogues.

2.Readthedialoguesfluently.

3.Pairwork.Workinpairstomakepredictionsaccordingtothesample.

4.Askseveralpairstosharetheirconversationstotheclass.

SBPage3,2a&2b.

1.Readthepredictions.

2.Readtheinstructionsandpointoutthesampleanswer.

3.Playthetapetwice.Sscirclethewordtheyhearineachsentences:more,less,fewer.

4.Checktheanswers.

學(xué)生探究：less,fewer的區(qū)別。

Step4Post-task

1.Pointtotheexampleinthesampledialogue.Practicereading.

2.Lookatactivity2b.Groupwork:Taketurnstomakeconversationsaboutthepredictions.

GrammarFocus:

1.Reviewthegrammarbox.Sssaythestatementsandresponses.

2.Makesummariesabout"wiH”「fewer"and"less”.

Homework:

1.Makepredictionsaboutyourselfin10years.Writedown5sentences.

2.Gooverthenewwords.

教學(xué)后記：

Unit1Willpeoplehaverobots?

Teachinggoals:

8.Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.

9.will構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句、否定句、疑問(wèn)句及回答.

10.Therebe句型的一般將來(lái)時(shí).

11.more,less,fewer的用法.

12.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí)，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).

13.對(duì)fiveyearsago,today,infiveyears簡(jiǎn)潔回顧與展望的方式，貼近實(shí)際符合學(xué)生心理，激發(fā)學(xué)習(xí)興

趣.

14.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài)，鞏固一般將來(lái)時(shí).

Importantanddifficultpoints:

5.will構(gòu)成一般將來(lái)時(shí)態(tài)的句式。

6.Therebe句型的一般將來(lái)時(shí)態(tài)。

7.more,fewer,less的用法。

8.Howtomakepredictions.

Period2

Teachingprocedures:

Step1Leadingin

1.Greetingsandfreetalk.

2.Checktheirhomework:AsktwoorthreeSstospeakoutwhattheywrotedown.（教師作出適當(dāng)?shù)脑u(píng)價(jià)）

Step2Pre-task

1.Gooverwhatwelearntyesterday.

2.通過(guò)三種時(shí)間的對(duì)比簡(jiǎn)略復(fù)習(xí)一般過(guò)去時(shí)與一般現(xiàn)在時(shí)二

Step3While-task

SBPage4,3a.

1.Pointtothethreepictureandsay:ThisisSally.ThefirstpictureisSallyfiveyearsago,thesecondoneis

Sallynow,andthethirdoneisSallyfiveyearsinthefuture.

2.Readtheinstructions.

3.Completefillingintheblanksindividually.

4.Checktheanswers.

5.Practisereading.ThenasksomeSsreadthemout.

SBPage4,3b.

1.Lookatactivity3a.MakepredictionsaboutSally.

2.Pointtotheexampleinthesampledialogue.AsktwoSstoreadthedialoguetotheclass.

3.Practisereading.

4.Pairwork.MaketheirpredictionsaboutSally.

Step4Post-task

1.Writeaboutyourself.

WiththehelpofthesampleofSally.Wecanwritesthaboutourselvesfiveyearsago,todayandinfiveyears.

2.Completetheworkindividually.

3.Reviewthetask.AskafewmoreSsforanswers.

Homework:

Drawapictureofthecityin20years.Describeittotheclass.

教學(xué)后記：

Unit1Willpeoplehaverobots?

Teachinggoals:

15.Words&phrases:robot,paper,less,fewer,simple,unpleasant,factory,seem,etc.

16.will構(gòu)成的一般將來(lái)時(shí)態(tài)的陳述句、否定句、疑問(wèn)句及回答.

17.Therebe句型的一般將來(lái)時(shí).

18.more,less,fewer的用法.

19.學(xué)習(xí)一般將來(lái)時(shí)態(tài)的相關(guān)知識(shí)，學(xué)會(huì)對(duì)未來(lái)進(jìn)行預(yù)測(cè).

20.對(duì)fiveyearsag。,today,infiveyears簡(jiǎn)潔回顧與展望的方式，貼近實(shí)際符合學(xué)生心理，激發(fā)學(xué)習(xí)興

趣.

21.通過(guò)時(shí)間對(duì)比復(fù)習(xí)一般過(guò)去時(shí)態(tài)、一般現(xiàn)在時(shí)態(tài)，鞏固一般將來(lái)時(shí).

Importantanddifficultpoints:

9.will構(gòu)成一般將來(lái)時(shí)態(tài)的句式。

10.Therebe句型的一般將來(lái)時(shí)態(tài)。

11.more,fewer,less的用法。

12.Howtomakepredictions.

Period3

Teachingprocedures:

Step1Leadingin

1.Greetings.

2.Sayyourselves:fiveyearsago,todayandinfiveyears.

3.Checkthehomework.

Step2Pre-task

SBPage5,1a.

1.Lookattheformandreadtheheadingstotheclass.MakesuretheSsknowwhattheymean.

2.Readthelistofsevenwords.Explainthenewwords.

3.Writeeachwordinthecorrectcolumn.Checktheanswers.

SBPage5,1b.

1.Readthewordsalreadywrittenonthechart.

2.Groupwork:Thinkaboutwhatwelearnedbefore.Writesomewordsinthechartabove.Dividetheclass

SBPage47,la&lb.

1.Askdifferentstudentstosaytheitemstheyseeinthepicture.

2.Askstudentstowritethenamesofthingstheycollectandthingstheywouldliketocorrectinthechart.

3.Asksomestudentstoreadtheirliststotheclass.

4.InpairsJetstudentstelltheirpartnerwhattheycollectandwhattheywouldliketocollect.Saywhy.

5.Askseveralpairstosaytheirconversationstotheclass.

SBPage47,2a&2b.

1.Readtheinstructionsandletthestudentsknowwhattodo.

2.Playtherecordingandgetstudentstofillinthechart.

3.Correcttheanswers.

Step4Post-task

SBPage47,2c.

1.Asktwostudentstoreadtheexampleinthesampledialogue.

2.Havestudentspracticeconversationsinpairs.

3.Asktwopairstosaytheirconversationstotheclass.

Step5Homework

SBPage46,Part4.

1.Readtheinstructionsandasktwostudentstoreadthedialogue.

2.Makesurestudentsunderstandwhattheyneedtodo.

3.Havestudentscompletetheworkingroupsoffourafterclass.

教學(xué)后記：

Unit6Howlonghaveyoubeencollectingshell?

Teachinggoals:

11.Wordsandexpressionsinthisunit.

12.現(xiàn)在完成進(jìn)行時(shí)的用法。

13.Patterns:Howlonghaveyoubeendoingsth?

Ihavebeendoingsthsince

Ihavebeendoingsthfor...(periodoftime).

14.談?wù)撊藗冏瞿呈鲁掷m(xù)多長(zhǎng)時(shí)間。

15.談?wù)撊藗兊臉I(yè)余愛(ài)好。

Importantanddifficultpoints:

5.Wordsandexpressioninthisunit.

6.現(xiàn)在完成進(jìn)行時(shí)的用法以及與現(xiàn)在進(jìn)行時(shí)和過(guò)去進(jìn)行時(shí)的區(qū)別。

Teachingaids:teachingcards,pictures,ataperecorder.

Period3

Teachingcontents:SectionA343b,4a,4b,selfcheck.

Teachingprocedures:

Step1Leadingin

Checkthehomework.Askongroupofstudentstosharetheirconversationswiththeclass.

Step2Pre-task

SBPage48,3a.

1.Asksomedifferentstudentstotellwhattheyseeinthepicture.

2.Readtheinstructionsandmakesurestudentsknowwhattodo.

3.Askstudentstoreadthee-mailontheirownandthendrawlinesmatchingeachsnowglobewithits

description.

4.Correcttheanswers.

Step3While-task

SBPage48,3b.

1.Readtheinstructiontomakesurestudentsknowwhattodo.

2.Askstudentstocompletethemessage,writingaboutBob,MarciaorLiaminactivity2a.

3.Asksomestudentstoreadtheirmessagestotheclass.

SBPage48,4a.

1.Asktwostudentstoreadthedialogue.

2.Askastudentthesamequestionsbutlethimanswerwithhisownhobbies.

3.Ingroupsoffour,havestudentscompletethework.

4.Asktwogroupsofstudentstosharetheirconversations.

SBPage48,4b.

1.Pointtothequestionsandaskastudenttoreadthemtotheclass.

2.Ingroupsoffour,getstudentsdiscusseachquestion.

3.Readthefourquestionsonebyoneandaskeachgrouptosaytheiranswerstotheclass.

Step4Post-task

SBPage49,Selfcheck,Part1.

1.Askstudentstofillintheblanksontheirown.

2.AskonestudenttowritetheanswersontheBb.

3.Correcttheanswers.

4.Asksomedifferentstudentstomakesentenceswiththewordsgiven.

SBPage49,Selfcheck,Part2.Askstudentstocompletetheletterontheirown.Thenaskonstudentto

readhislettertotheclass.

Step5Homework

Havestudentswritetheirlettersontheirexercisebooks.

教學(xué)后記：

Unit6Howlonghaveyoubeencollectingshell?

Teachinggoals:

16.Wordsandexpressionsinthisunit.

17.現(xiàn)在完成進(jìn)行時(shí)的用法。

18.Patterns:Howlonghaveyoubeendoingsth?

Ihavebeendoingsthsince

Ihavebeendoingsthfor...(periodoftime).

19.談?wù)撊藗冏瞿呈鲁掷m(xù)多長(zhǎng)時(shí)間。

20.談?wù)撊藗兊臉I(yè)余愛(ài)好。

Importantanddifficultpoints:

7.Wordsandexpressioninthisunit.

8.現(xiàn)在完成進(jìn)行時(shí)的用法以及與現(xiàn)在進(jìn)行時(shí)和過(guò)去進(jìn)行時(shí)的區(qū)別。

Teachingaids:teachingcards,pictures,ataperecorder.

Period4

Teachingcontents:Reading:TvebeenstudyinghistoryinChina.

Teachingprocedures:

Step1Beforereading

SBPage50,Section1.

1.Ingroupsoffour,getstudentstodiscussthethreequestions.

2.Askaspeakerfromonegrouptotelltheclasswhatthegroupknows.Helptocompleteanymissing

dynastiesandfamouscharacterstheclassshouldknow.

Step2Whilereading

SBPage50,Section2.

1.Askstudentstoreadthepassagesilentlyonceforgeneralmeaning.Askstudentsifthereisanythingthey

don'tunderstand.

2.Letstudentsreadthepassageagainfordetail.

Step3Afterreading

SBPage51,Section3,3a.Askstudentstoscanthetextforinformationtocompletethesentences.

SBPage51,Section3,3b&3c.

1.IngroupsofthreeJetstudentspracticethesampleconversationsfirst,thenmaketheirown

conversations.

2.Asktwogroupsofstudentstopresenttheirownconversationsinfrontoftheclass.

Step4Goforit

1.Directthestudents,attentiontotheboxandreadtheheadingontheleftandaskstudentstolistother

thingstheywouldmiss.

2.Askstudentstosharetheirideas.

3.Inthesameway,dowiththerightpartofthechart.

Step5Homework

1.Rememberthewordsandexpressionsinthisunit.

2.Reviewthepresentperfectprogressive.

教學(xué)后記：

Unit6Howlonghaveyoubeencollectingshell?

Teachinggoals:

21.Wordsandexpressionsinthisunit.

22.現(xiàn)在完成進(jìn)行時(shí)的用法。

23.Patterns:Howlonghaveyoubeendoingsth?

Ihavebeendoingsthsince

Ihavebeendoingsthfor...(periodoftime).

24.談?wù)撊藗冏瞿呈鲁掷m(xù)多長(zhǎng)時(shí)間。

25.談?wù)撊藗兊臉I(yè)余愛(ài)好。

Importantanddifficultpoints:

9.Wordsandexpressioninthisunit.

10.現(xiàn)在完成進(jìn)行時(shí)的用法以及與現(xiàn)在進(jìn)行時(shí)和過(guò)去進(jìn)行時(shí)的區(qū)別。

Teachingaids:teachingcards,pictures,ataperecorder.

Period5

Teachingcontents:Reading]'vebeenstudyinghistoryinChina.

Teachingprocedures:

Step1Beforereading

SBPage50,Section1.

3.Ingroupsoffour,getstudentstodiscussthethreequestions.

4.Askaspeakerfromonegrouptotelltheclasswhatthegroupknows.Helptocompleteanymissing

dynastiesandfamouscharacterstheclassshouldknow.

Step2Whilereading

SBPage50,Section2.

3.Askstudentstoreadthepassagesilentlyonceforgeneralmeaning.Askstudentsifthereisanythingthey

don'tunderstand.

4.Letstudentsreadthepassageagainfbrdetail.

Step3Afterreading

SBPage51,Section3,3a.Askstudentstoscanthetextforinformationtocompletethesentences.

SBPage51,Section3,3b&3c.

3.IngroupsofthreeJetstudentspracticethesampleconversationsfirst,thenmaketheirown

conversations.

4.Asktwogroupsofstudentstopresenttheirownconversationsinfrontoftheclass.

Step4Goforit

4.Directthestudents'attentiontotheboxandreadtheheadingontheleftandaskstudentstolistother

thingstheywouldmiss.

5.Askstudentstosharetheirideas.

6.Inthesameway,dowiththerightpartofthechart.

Step5Homework

3.Rememberthewordsandexpressionsinthisunit.

4.Reviewthepresentperfectprogressive.

教學(xué)后記：

Unit7Wouldyoumindturningdownthemusic?

AnalysisofUnit7

Teachinggoals:

1.學(xué)習(xí)Wouldyouminddoingsth?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。

2.本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。

Importantpoints:

A:Wouldyouminddoingsth?

B:Fmsorry.mdoitrightaway.

A:Wouldyoumindnotdoingsth?

B:Sorry.We'llgoandplayinthepark.

Difficultpoints:

比較：Wouldyoumind(not)doingsth?

Couldyoupleasedosth?

Pleasedosth.

Youhavetodosth.

Structures:

Wouldyoumindcleaningyourroom?

I'msorry.FHdoitrightaway.

Wouldyoumindmovingyourbike?

No,notatall.rildoitrightaway.

Period1

Teachingprocedures:

Step1Assignthetask

WritethefollowingrequestsontheBb:

Canyougivemethebook?

Pleasegivemethebook.

Wouldyoumindgivingmeyourbook.

Explainthatthelastexampleisaverypolitewayofmakingarequest.

Step2WarmupSectionA(la-1c)

SBPage52,1a.

1.Pointtothefourrequestsinthebox.SayeachphrasetotheclassandasktheSstorepeatit.

2.Pointtothepicture.AskSstowritetheletterofeachrequestinthecorrectplaceinthepicture.

3.Correcttheanswers.

SBPage52,1b.

1.Pointtothelistofrequestsinactivityla.Playtherecordingthefirsttime.Ssonlylisten.

2.Playtherecordingasecondtime.Correcttheanswers.

SBPage52,1c.

1.Asktwostudentstoreadthewordsinthesampledialogueinactivity1c.Say,You'llworkwithyour

partner.Makerequests.

2.Asktwopairstosaytheirconversationstotheclass.

Step3Pre-taskSectionA(2a-2c)

SBPage53,2a.

1.Readtheinstructionswiththestudents.Playtherecordingthefirsttime.Ssonlylisten.

2.Playtherecordingasecondtime.AskSstowritethenumberofeachconversation.

3.Correcttheanswers.

SBPage53,2b.

1.Pointoutthefiveresponsesinactivity2b.AskdifferentSstoreadeachonetotheclass.

2.Playtherecording.thistimeaskSstofillinthelettersofthepicturesinfrontoftheresponses.

3.Correcttheanswers.

SBPage53,2c.

AsktwoSstoreadthewordsinthesampledialogue.Say,Makeconversationslikethisabouttheinformation

above.

Step4GrammarFocus

1.Reviewthegrammarbox.Askstudentstosaythestatementsandresponses.

2.Askstudentstotalkaboutthedifferencesamongthedifferentsentences.

Exercise:漢譯英：

a)你介意把門(mén)關(guān)上嗎？好的，我馬上就辦。

b)你介意把收音機(jī)關(guān)小點(diǎn)兒聲嗎？不，一點(diǎn)也不。

c)請(qǐng)不要在教室里大聲說(shuō)話好嗎？對(duì)不起。

教學(xué)后記：

Unit7Wouldyoumindturningdownthemusic?

AnalysisofUnit7

Teachinggoals:

3.學(xué)習(xí)Wouldyouminddoingsth?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。

4.本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。

Importantpoints:

A:Wouldyouminddoingsth?

B:I'msorry.I'Ddoitrightaway.

A:Wouldyoumindnotdoingsth?

B:Sorry.We'llgoandplayinthepark.

Difficultpoints:

比較：Wouldyoumind(not)doingsth?

Couldyoupleasedosth?

Pleasedosth.

Youhavetodosth.

Structures:

Wouldyoumindcleaningyourroom?

I'msorry.rildoitrightaway.

Wouldyoumindmovingyourbike?

No,notatall.Fildoitrightaway.

Period2

Teachingprocedures:

Step1Pre-task

SBPage54,3a.

1.Readtheinstructions.Pointtothepictures.AskSstoexplainwhatishappeningineachpicture.

2.Pointtothenote.AskSstoreadthenoteandfillinanswers.

3.Checktheanswers.

SBPage54,3b.

1.Readtheinstructions.Pointoutthelistofrequestsandcommandsinthebox.

2.AskSstomakeconversationlikethesampledialogue.

3.Askseveralpairstosayoneoftheirconversationstotheclass.

SBPage54,Part4.

1.AskSstocompletetheworkingroups.

2.Askafewstudentstosharethesampleconversation.

Homework:完成對(duì)話

A:mindup?Youtohelpmeinthekitchen.

B:OK.rilgetupright.DoIhavetothedishes.

A:Yes,andyouhavetohelpmedinner.

B:OK.WhenIfinish,youhelpmemyhomework?

A:Sure.

教學(xué)后記:

Unit7Wouldyoumindturningdownthemusic?

AnalysisofUnit7

Teachinggoals:

5.學(xué)習(xí)Wouldyouminddoingsth?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。

6.本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。

Importantpoints:

A:Wouldyouminddoingsth?

B:Fmsorry.Fildoitrightaway.

A:Wouldyoumindnotdoingsth?

B:Sorry.We'Hgoandplayinthepark.

Difficultpoints:

比較：Wouldyoumind(not)doingsth?

Couldyoupleasedosth?

Pleasedosth.

Youhavetodosth.

Structures:

Wouldyoumindcleaningyourroom?

I'msorry.Fildoitrightaway.

Wouldyoumindmovingyourbike?

No,notatall.Fildoitrightaway.

Period3

Teachingprocedures:

Step1Assigntask

Teachthenewwords.

SBPage55,la.

1.ReadtheinstructionandaskSstoreadeachsituationandthinkaboutthetwoquestions.

2.Asksomestudentstosharetheiranswerswiththeclass.Askotherstudentswhethertheyagreewiththe

opinionsornot.

SBPage55,lb.

1.Helpthestudentsunderstandthatsomethingthatisunpleasantorsomethingthatbothersyouisannoying.

2.Thenaskthestudentstonumbertheideasfrommostannoyingtoleastannoying.

3.Asktheclasstovoteonthemostannoyingitemonthelist.

SBPage55,2a.

1.Readtheinstructions.Playther4ecording.ThistimeSsonlylisten.Answeranyquestionstheyhave

abouttherecording.

2.Playtherecordingagainandaskthestudentstowritethenumber1,2and3infrontofthecorrect

pictures.

3.Correcttheanswers.

SBPage55,2b.

1.Say,Listentothethreeconversationsagain.Thistimewritethesituations,problemsandsolutionsinthe

chart.

2.Pointoutthesampleanswers.Playtherecordingagain.AskSstofillintheanswersontheirown.You

mayneedtopausethetapefromtimetotimetoallowstudentstowriteanswersintheirbooks.

3.Checktheanswers.

SBPage55,2c.

1.Readtheinstructions.Pointouttheproblemsinactivity2b

2.Askoneortwostudentstosaytheconversationstotheclass.

Step2While-task

SBPage56,3a.

1.Readthearticletotheclass.AskSswhichwordstheydon'tunderstand.Writethesewordsontheboard.

2.Askstudentstounderlinethethingsthatareannoying.Thenhavethestudentscirclewhatpeopledowhen

somethingannoyinghappen.

3.Correcttheanswerswiththeclass.

SBPage56,3b.

1.Lookateachpicturewiththeclass.Askdifferentstudentstotellwhatishappeningineachpicture.

2.Readtheinstructionsandaskstudentstocompletetheactivityontheirown.

3.Checktheanswers.

SBPage56,Part4.

1.Thisactivityprovidesspeakinglisteningandwritingpracticeusingthetargetlanguage.

2.Askstudentstocompletetheworkingroups.

教學(xué)后記：

Unit7Wouldyoumindturningdownthemusic?

AnalysisofUnit7

Teachinggoals:

7.學(xué)習(xí)Wouldyouminddoingsth?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。

8.本單元圍繞''歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。

Importantpoints:

A:Wouldyouminddoingsth?

B:Fmsorry.I'lldoitrightaway.

A:Wouldyoumindnotdoingsth?

B:Sorry.We'llgoandplayinthepark.

Difficultpoints:

比較：Wouldyoumind(not)doingsth?

Couldyoupleasedosth?

Pleasedosth.

Youhavetodosth.

Structures:

Wouldyoumindcleaningyourroom?

I'msorry.I'lldoitrightaway.

Wouldyoumindmovingyourbike?

No,notatall.Fildoitrightaway.

Period4

Teachingprocedures:

Step1SelfCheck

SBPage57,Part1.

1.AskSstofillintheblanksontheirown.Checktheanswers.

2.AskSstomaketheirownsentenceswiththewordspreferablysentencesthataremeaningful.

SBPage57,Part2.

1.Askthestudentswhatmightbeannoyinginthepicture.

2.Askthestudentstowritetheletterontheirown.

3.Askafewstudentstosharetheirletters.

Step2While-reading

SBPage58,Section1.

1.Readthetitle.Askthestudentstopredictwhattheythinkthearticleisaboutbasedonthearticle.

2.Lookatthepicture.Askstudentstodescribewhatishappeninginthepicture.

SBPage58,Section2.

1.EncourageSstousethereadingstrategyofscanningforspecificinformation.

2.AskSstoreadthearticlecarefullyoncetime.ThenaskSstoraisetheirhandsandsaywhichwordsand

sentencestheydon'tunderstand.EncourageSstoreadincontest,guessingthemeaningofwordsandphrases

fromtheotherwordsaroundthem.

3.AsktheSstoreadthearticleagainforcomprehension.

SBPage58,Section3.

1.completethetask.Sscanworkindividuallyorinpairs.

2.Checktheanswers.

3.Practicestudents*speakingandlisteningskills.

Homework:詞組翻譯

1.控制你的聲音2.熄滅3.例如

4.在公共場(chǎng)所5.撿起垃圾6.實(shí)際上

7.排隊(duì)8.變得氣惱

教學(xué)后記：

Unit7Wouldyoumindturningdownthemusic?

AnalysisofUnit7

Teachinggoals:

9.學(xué)習(xí)Wouldyouminddoingsth?這一句型，學(xué)會(huì)懇請(qǐng)對(duì)方對(duì)于某事如何表達(dá)歉意。

10.本單元圍繞“歉意、懇請(qǐng)”這一話題展開(kāi)教學(xué)，以此培養(yǎng)學(xué)生的交際能力。

Importantpoints:

A:Wouldyouminddoingsth?

B:I'msorry.I'lldoitrightaway.

A:Wouldyoumindnotdoingsth?

B:Sorry.WeHlgoandplayinthepark.

Difficultpoints:

比較：Wouldyoumind(not)doingsth?

Couldyoupleasedosth?

Pleasedosth.

Youhavetodosth.

Structures:

Wouldyoumindcleaningyourroom?

I'msorry.I'lldoitrightaway.

Wouldyoumindmovingyourbike?

No,notatall.Fildoitrightaway.

Period5

Teachingprocedures:

Step1SelfCheck

SBPage57,Part1.

3.AskSstofillintheblanksontheirown.Checktheanswers.

4.AskSstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.

SBPage57,Part2.

4.Askthestudentswhatmightbeannoyinginthepicture.

5.Askthestudentstowritetheletterontheirown.

6.Askafewstudentstosharetheirletters.

Step2While-reading

SBPage58,Section1.

3.Readthetitle.Askthestudentstopredictwhattheythinkthearticleisaboutbasedonthearticle.

4.Lookatthepicture.Askstudentstodescribewhatishappeninginthepicture.

SBPage58,Section2.

4.EncourageSstousethereadingstrategyofscanningforspecificinformation.

5.AskSstoreadthearticlecarefullyoncetime.ThenaskSstoraisetheirhandsandsaywhichwordsand

sentencestheydon'tunderstand.EncourageSstoreadincontest,guessingthemeaningofwordsandphrases

fromtheotherwordsaroundthem.

6.AsktheSstoreadthearticleagainforcomprehension.

SBPage58,Section3.

5.completethetask.Sscanworkindividuallyorinpairs.

6.Checktheanswers.

7.Practicestudents9speakingandlisteningskills.

Homework:詞組翻譯

2.控制你的聲音2.熄滅3.例如

8.在公共場(chǎng)所5.撿起垃圾6.實(shí)際上

8.排隊(duì)8.變得氣惱

教學(xué)后記：

Unit8Whydon'tyougetherascarf?

Teachinggoals:

1.掌握如何表達(dá)應(yīng)該給別人買(mǎi)什么禮物，掌握如何建議別人買(mǎi)禮物的表達(dá)法，掌握如何比較物品的品

質(zhì)。

2.通過(guò)學(xué)習(xí)如何贈(zèng)送禮物，對(duì)比中西方文化的不同。

Importantpoints:

1.WhatshouldIgetsb?

2.Whydon'tyouget/buysbsth?

3.Whatabout/Howaboutsth?

4.It's/Theyaretoo+adj.

5.Presentperfecttense.

Difficultpoints:

1.too+adj:太…

2.adj+enough:足夠

Sructures:

1.WhatshouldIgetmysister?

2.Whydon'tyougetacamera?hat'stooexpensive.

3.Howaboutsometennisballs?heyaretoocheap.

4.Whataboutawatch?That'stoopersonal.

5.What'sthebestpresentyouhaveeverreceived?Abike.

6.Period1

Teachingofnewlesson

Step1Assignthetask

Inthisunitstudentslearntocomparequalities.

SBPage60,la.

1.AskSstoreadthelistofgiftsandanywordstheydon'tunderstand.Usesimpledrawingsorusethe

wordsinothersentencestoexplaintheirmeaning.

2.PointtothecolumnheadsandaskSstowritethenameofeachgiftunderoneormoreothergiftsyoucan

thinkof?Addthemtothechart.

3.Discusstheanswers.

SBPage60,lb.

1.Pointoutthepictureandthegiftsinthesecondboy'sthoughtbubbles.AskSstosaythenameofeach

gift.

2.Thenaskapairofstudentstoreadtheconversation.

3.Playtherecordingthefirsttime.Ssonlylisten.

4.Thenplaytherecordingasecondtime.Numberthesentencesfrom1to4.

5.Checktheanswers.

SBPage60,1c.

1.ReadtheinstructionsandthenhaveSsworkinpairs.

2.Checktheanswersbycallingonseveraldifferentpairofstudentstosaytheirconversationstotheclass.

Step2Warmup

SBPage61,2a.

1.Pointoutthechartandreadtheinstructions.Say,Youwillhearthreeconversations.Aftereach

conversation,putacheckafterthenameofthepersonwhoisgoingtoreceivethegift.

2.PlaytherecordingandaskSstomakecheckmarksinthechart.

3.Checktheanswer.

SBPage61,2b.

1.PointoutthesuggestionsandComments.Reviewthemeaningofanytermsstudentsarenotsureof.

2.Pointoutthesampleanswers.

3.Playtherecordingseveraltimes.Fillinthesuggestionsandcommentsonthischart.

4.Correcttheanswers.

SBPage61,2c.

1.Asktwostudentstoreadtheexampleinthesampledialogueinactivity2c.Say,Pleaseworkwithyour

partner.

2.Askoneortowpairsofstudentstosaytheiranswerstotheclass.

Step3GrammarFocus

Reviewthegrammarbox.Askstudentstosaythestatementsandresponses.

Exercise-designingforPeriod1:漢譯英

1.我該給爸爸什么樣生日禮物？照相機(jī)怎么樣？那太貴了！

2.為什么你不給媽媽買(mǎi)一條圍巾呢？那不夠有趣。

教學(xué)后記

Unit8Whydon'tyougetherascarf?

Teachinggoals:

3.掌握如何表達(dá)應(yīng)該給別人買(mǎi)什么禮物，掌握如何建議別人買(mǎi)禮物的表達(dá)法，掌握如何比較物品的品

質(zhì)。

4.通過(guò)學(xué)習(xí)如何贈(zèng)送禮物，對(duì)比中西方文化的不同。

Importantpoints:

6.WhatshouldIgetsb?

7.Whydon'tyouget/buysbsth?

8.Whatabout/Howaboutsth?

9.It's/Theyaretoo+adj.

10.Presentperfecttense.

Difficultpoints:

3.too+adj:太…

4.adj+enough:足夠

Sructures:

7.WhatshouldIgetmysister?

8.Whydon'tyougetacamera?hat'stooexpensive.

9.Howaboutsometennisballs?heyaretoocheap.

10.Whataboutawatch?That'stoopersonal.

11.What'sthebestpresentyouhaveeverreceived?Abike.

Period2

Teachingofnewlesson

Step1Pre-task

SBPage62,3a.

1.Pointoutthechartinactivity3a.ReviewthemeaningofanywordsSsdon'tunderstand.

2.AskSstoworkinpairs.

3.Pointouttheexampleinthesampledialogue.Thencompletethefirstquestionandanswerexchangewith

astudent.

4.Askthepairstocontinueontheirown.Movearoundtheroomcheckingtheprogressofthepairs.

5.Correcttheanswers.

SBPage62,3b.

1.Readtheinstruction.Say,Thisactivityisjustlikeactivity3qa.Butthistimeyouaregoingtotalkabout

realgiftsthatyouhavereceived.

2.Askapairofstudentstoreadtheexam