Whydon’tyougetherascarf教案1.doc

3eud教育网 百万教学资源，完全免费，无须注册，天天更新！Unit 8 Why dont you get her a scarf?一、教学目标 1熟练地征询建议和提出合理性建议。2能准确地发表自己对某物某事建议的评估。3学会为别人挑选适当的礼物。二、教学向导 语言功能评价物品和建议提出建议对比物品的质量语言结构情态动词could, should的用法Why dont you？结构How about和What about学习策略与思维技巧在熟读的基础上，大量进行口语练习。学生之间合作，共同完成任务。三、教材分析Section A 重点: 1学习运用重点句型 What should I get her for her birthday? Why dont you get her a scarf?2学习使用描述性形容词难点: get sb sth在特殊疑问句中的应用，Why dont的正确使用教学突破: 1采用教学图片 幻灯片 实物展示来展开课堂pairwork问答式的口语交际活动和小组活动。2师生互动来带动生生互动，并由点带面，又由面带动整体，最后达到全体同学之间的交流， 3运用Discussion 和Classifying的学习策略来引导学生们进行听力和口语交际训练。4应用拓展:采用辩论 归纳和总结的方式引导学生们了解不同的场合不同的人物适合送不同的礼物。教学步骤一、话题导入:1 由生日送什么礼物引出话题2 学会评价各种礼物，复习以前学过的单词。二、课堂活动1播放1b录音，引导学生根据图表填空。2播放2a部分的录音，判断说话人物的关系。3重新播放录音两遍，要求学生对2b中的表格填空。4引导学生模拟1c中的对话，进行课堂结对活动。熟悉教材提供的语言素材。三、学生操练和主动性口语交际1利用3a中的短句填空，完成表格。2标出新词汇，教学新词汇。3利用3a的材料，仿造3b让学生自主进行口语交际。4引导学生进行结对活动，让学生发表个人观点，展开课堂讨论。Section B 重点: 掌握一些有关动物名称的词汇。难点: 学会谈论动物，对动物进行评价和推荐。教学突破: 由学生们熟悉的动物引出话题，教授新词汇，并领读。在介绍动物过程中穿插对动物的评价。教学步骤一、生词呈现1归纳总结以前学过的动物名称。2教授新词汇。3将2a中对动物的评价语言介绍给学生。二、综合锻炼1播放2a录音，学生将表格中的句子排序。2再次播放录音，学生将表格中的动物和它们相对应的评价连线。3学生练习2c材料中的句型，利用上面学过的材料对话。4要求学生以口头形式提出自己对各种宠物的看法，讲给大家听，让其他同学提建议，该同学须作笔录。5利用3b、3c给出的材料，在口头练习的基础上，进行书面表达的训练。文化阅读重点: 培养学生阅读的能力。难点: 在阅读后，对文章进行总结。教学突破: 引导学生在阅读时，通过上、下文来猜测生词，并通过第三部分的练习来检测学生猜测生词的准确率。一、阅读前的准备活动 1要求学生完成1b中的表格。2要求学生谈谈对英语歌曲的看法。二、文化短文精读1结合上下文，猜测生词词义。2对文章和段落进行总结。三、读后练习。按照书本要求完成3a，3b和3c。四、单元教学总结: 本单元的话题与送礼物、养宠物有关，贴近学生的生活，是学生们感兴趣的话题。最后的阅读材料有关英语学习的方法，应该组织学生认真学习。五、问题探究与拓展活动 为了提高学生学习英语的兴趣，可以开展这样的活动。让同学们收集一些可以做宠物的动物的名称，并对它们做出适当的评价，推荐给同学们。Teaching Aims and Demands1）Knowledge Objects: In this unit students learn to talk about gift giving.They could learn to compare qualities.They could learn to give advice.2）Ability Objects: To improve students ability of listening, speaking, reading and writing. To improve students ability of communication.Teaching Key Points1）Vocabulary snake, mouse, hamster, spider, pig, perfect, rabbit, turtle, album, suggestion, comment, soon, perfect, trendy, hat about, how about, I dont agree. = I disagree. I agree (with you), too to, take care of, 6-year-old boy, eat a lot, many different kinds of goldfish, too many, too much, photo album, these days, give away, rather than.2）Target languagea. What should I get for mom? b. Why dont you ? / Why not ? / How about.? / What about.?c. No, thats too cheap.d. Whats the best present you have ever received?e. When did you get it?f. Who gave it to you?3）StructuresA) 情态动词should 的用法B) Why dont you do.?C) Why not do .?D) What about ?E) How about ?Teaching Difficulties: WhatshouldIgetsb? Whydontyouget/buysbsth? Whatabout/Howaboutsth? Its/Theyaretoo+adj. Presentperfecttense. too+adj+ to adj+enoughTeaching Time: Four periodsTeaching methods: Audio-lingual methods Teaching aids: A tape recorder.Period 1Step 1 Assign the taskIn this unit students learn to compare qualities.SB Page 60, 1a.1. Ask Ss to read the list of gifts and any words they dont understand. Use simple drawings or use the words in other sentences to explain their meaning.2. Point to the column heads and ask Ss to write the name of each gift under one or more other gifts you can think of? Add them to the chart.3. Discuss the answers.SB Page 60, 1b.1. Point out the picture and the gifts in the second boys thought bubbles .Ask Ss to say the name of each gift.2. Then ask a pair of students to read the conversation.3. Play the recording the first time .Ss only listen.4. Then play the recording a second time .Number the sentences from 1 to 4.5. Check the answers.SB Page 60, 1c.1. Read the instructions and then have Ss work in pairs.2. Check the answers by calling on several different pair of students to say their conversations to the class.Step 2 Warm up SB Page 61, 2a.1. Point out the chart and read the instructions. Say, You will hear three conversations. After each conversation, put a check after the name of the person who is going to receive the gift.2. Play the recording and ask Ss to make checkmarks in the chart.3. Check the answer.SB Page 61, 2b.1. Point out the suggestions and Comments. Review the meaning of any terms students are not sure of.2. Point out the sample answers.3. Play the recording several times .Fill in the suggestions and comments on this chart.4. Correct the answers.SB Page 61, 2c.1. Ask two students to read the example in the sample dialogue in activity 2c. Say, Please work with your partner.2. Ask one or tow pairs of students to say their answers to the class.Step 3 Grammar Focus Review the grammar box .Ask students to say the statements and responses.Step 4 HomeworkExercise designing for Period 1: 汉译英1. 我该给爸爸什么样生日礼物？照相机怎么样？那太贵了！2. 为什么你不给妈妈买一条围巾呢？那不够有趣。课后记：Period 2Teaching of new lessonStep 1 Pre-taskSB Page 62, 3a.1. Point out the chart in activity 3a .Review the meaning of any words Ss dont understand.2. Ask Ss to work in pairs.3. Point out the example in the sample dialogue. Then complete the first question and answer exchange with a student.4. Ask the pairs to continue on their own .Move around the room checking the progress of the pairs.5. Correct the answers.SB Page 62, 3b.1. Read the instruction. Say, this activity is just like activity 3qa .But this time you are going to talk about real gifts that you have received.2. Ask a pair of students to read the example in speech bubbles to the class .Ask several other students to do this.3. Then ask Ss to work in pairs .As they talk, move around the room checking progress and offering language support as needed.Step 2 While-taskSB Page 62, Part 2.1. Read the instructions .Ss can practice several times.2. Ask two students to read the dialogue.3. Ask Ss to complete the work in pairs.4. Ask a few students to share the sample conversation.Step 3 Homework Exercise designing for Period 2: 完成对话A: Whats the best Vera has ever ?B: A bracelet .A: When Vera it ?B: his tenth birthday .A: Who it to him ?B: His grandma .A: a lucky guy !课后记：Period 3Teaching of new lesson Step 1 Assign taskSB Page 63, 1a.1. This activity reviews earlier vocabulary and introduces some new words.2. Point out the pet shop in the picture .Ask different students to point to and say the names of the animals they see there.3. Read the instructions .Ask Ss to write the names of the animals in the picture in the correct parts of the diagram.4. Discuss the answers.SB Page 63, 1b.1. Ask a student to read the example in the sample dialogue.2. Ask Ss to do the activity in small groups.3. Ask different students of each group to tell the class what is the most unusual pet and most popular pet.SB Page 63, 2a & 2b.1. Point out the write-on lines on front of each pet. Say, You will listen to the recording and write your answers on these lines.2. Read the instructions and answer any questions students may have.3. Play the recording.4. Correct the answers.SB Page 63, 2c.1. Read the instructions for the activity 2. Point to the example .Ask two students to read the questions and answers to the class.3. Then have Ss work in pairs.4. Check the answers by calling on different pairs to do one question and answer each.Step 2 While-taskSB Page 64, 3a.1. Read the story to the class. After you finish, ask if Ss have any questions about the words or phrases on the article. 2. Say, now read the story again. Write the answers to the two questions. 3. Check the answers. SB Page 64, 3b. 1. Point to the picture and read the instructions. 2. Point out the list of good and bad things about hamster. 3. Ask Ss to finish the writing on their own. Ask Ss work, move around the classroom checking the work. 4. Ask a student to read his or her completed article to the class. SB Page 64, 3c. 1. Read the instructions. 2. Remind Ss not to say the name of the animal they are writing about on their articles. 3. Ask Ss to write their articles on their own. SB Page 64, Part 4. 1. Read the instructions. Ask if any students have pets. If so, ask about the advantages and disadvantages of such pets. 2. Ask a few groups to share their lists. 课后记：Period 4Teaching of new lesson Step 1 Self CheckSB Page 65, Part 1. 1. Ask Ss to fill in the blanks on their own. 2. Check the answers. 3. Ask Ss to make their own sentences with the words, preferably sentences that are meaningful. SB Page 65, Part 2. 1. Read the instructions. 2. Ask Ss to read the passage on their own. 3. Ask Ss to work on their own. 4. Ask a few gro