Unit8教案.doc

人教版八年级下册unit 8 备课人：王 灵 香 执教人：王 灵 香
课题 Unit 8 Why don’t you get her a scarf? Period 1
教
学
目
标
1.Knowledge Objects
(1)Key vocabulary：compare; gift; scarf; CD; bicycle; birthday
(2)Key structures
(3)Listening practice
2.Ability Object
To train students’ abilities of listening and speaking.
3.Sensibility and Value
To be interested in communicating in English.
教︵
材
分
析︶
1.Teaching Key Points
Key vocabulary.
Key structures.
Listening practice.
2.Teaching Difficulties
How to improve students’ listening ability.
Pairwork.

板书
设计
示意
框图

Unit 8 Why don’t you get her a scarf?
A: What should I get my mom for her birthday?
B: How about a scarf?
A: No, that’s too boring.

时序
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）

StepⅠWarming up
Greeting and sing a song“Happy birthday”
StepⅡPresentation
TASK1
1;Show the gift box and say:TodayI got a gift.Do you want to know what’s in it? S;
2;Show the gifts to the student, and teach the words:
gift n.礼物
dictionary n.字典
camera n. 照相机
scarf n.围巾
CD n.激光唱片
bicycle n.自行车
birthday n.生日
3; Finish 1a

TASK2
1.T:My friend Mike want to get his mom for her birthday. Now he is talking with his friend. Let’s listen and finish 1b
2.Check the answer by ask some students to write their answers on the blackbord.
3.liseten again and try to get the sentences of giving advice.eg. Why don’t you…? How about…? What about…?
4.Have the ss to make sentences with the samples.
TASK3
1. Have the ss to practice the diaiogue in different forms.
2. Ask some pairs to show their dialogue.
3. Show the chant. And chant together.
TASK4
1. Show the situation to the ss.
2. Ss work in pair
3. Show their dialogue to the class
TASK5 Quiz
一：
二：
StepIII Summing up
T:Who tell me what have you leart today?
T:Today, we’ve leart how to give our advice and talk about the gifts. And you really did a good job. Thank you!

教
学
后
记

课题 Unit 8 Why don’t you get her a scarf? Period 2
教
学
目
标
1.Knowledge Objects
(1)Key vocabulary: scarf; personal; photo album
(2)Key structures
(3)Listening practice
2.Ability Objects
To train students’ listening skill and communicative competence
3.Sensibility and Value
To be able to help each other in communication.
教︵
材
分
析︶
1.Teaching Key Points
Vocabulary and structures.
2.Teaching Difficulties
Pairwork.

Grammar focus.

板书
设计
示意
框图

Unit 8 Why don’t you get her a scarf?
That’s expensive.
That’s very expensive.
That’s too expensive.
It’s too small.
It’s not big enough.

时序
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）

Step Ⅰ Greet the class as usual and check the homework.
Ask a pair of students to say their conversation.
S1:What should I get my mom for her birthday?
S2:How about a camera?
S1:No,that’s too expensive.
T: Excellent. Thank you.

Step Ⅱ
Show the new words on the screen. Read the new words to the class and ask them to repeat. Make sure every student can understand the meanings of the new words.

Why don’t you...?
(表示建议)你为什么不……呢？
Step Ⅲ 2a
This activity provides listening practice using the target language.
Go through the instructions with the class. 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.
Look at the chart and point out the sample answer. Say, In Conversation 1,the person is shopping for a friend.
Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to make check-marks in the chart.
Check the answers.
Answers
Conversation 1:friend
Conversation 2:teacher
Conversation 3:sister
Step Ⅳ 2b
This activity provides listening and writing practice using the target language.
Look at the Suggestions and Comments. Ask a few students to read them to the class. Review the meanings of any terms students are not sure of.
Ask students to look at the chart listing the three conversations across the top. Then say, You will hear the three conversations again. This time you will write the suggestions and comments in the chart under the words Conversation 1,Conversation 2 and Conversation 3.
Play the recording and say, Listen carefully, then fill in the suggestions and comments on this chart.
Correct the answers.
Answers
Conversation 1:a CD, not special enough, flowers, good idea
Conversation 2:a scarf, too personal, a calendar, sounds good
Conversation 3:a soccer ball, not creative enough, a photo album, she’ll like that
Step Ⅴ 2c Pairwork
This activity provides guided oral practice using the target language.
In this activity first ask two students to read the example in the sample dialogue.
A: It’s my sister’s birthday soon. What should I get her?
B: How about a sweater?
A: No, that’s not interesting enough.
Then point to the possible gifts and comments in Activities 2a and 2b.Say,Please work with your partner. Talk about someone who is having a birthday soon. Talk about what gifts you should or shouldn’t get this person.
Give students a few minutes to work in pairs. When they work, move around the room checking the progress.
At the end ask several pairs of students to say their conversations to the class.
Step Ⅵ Grammar focus
Review the grammar box first. Divided the class into two groups. One group read the statements and the other the responses.
Write these sentences on the board, one below the other: That’s expensive. That’s very expensive. That’s too expensive.
Discuss the differences between the three sentences. The first sentence says an item isn’t cheap. The second sentence says the item costs a lot of money. Help students understand that the third sentence says that the items costs so much money that you can’t buy it, or the item costs so much money that it is not an appropriate gift for that person. It may not be a good idea to give a very expensive gift to some one you don’t know very well, for example. Repeat the discussion with sentences such as: It’s too small. It’s not big enough. In this case, the sentences mean exactly the same thing.
Step Ⅶ Optional activity
Play an opposites game with the class. You make a gift suggestion using too and call on a student to make the same suggestion using the words not...enough. For example, you say That’s too expensive and the student responds, That’s not cheap enough. Also make some suggestions using not...enough and ask students to respond using the word too. If you wish you can set up teams and give each team a point for each correct answer.
Step Ⅷ Summary and Homework
This class we’ve done listening and speaking practice using the target language.
Today’s homework is to continue to make conversations with your partners according to Activities 2a,2b and 2c.Then revise grammar focus. Next time I’ll ask some pairs to say their conversations.

教
学
后
记

课题 Unit 8 Why don’t you get her a scarf? Period 3
教
学
目
标
1.Knowledge Objects
(1)Key vocabulary：guy; bracelet; graduation
(2)Key structures
(4)Groupwork
2.Ability Objects
To train students’ reading skill. writing skill and oral practice skill.
3.Sensibility and Value
To be able to communicate with others in English in our daily life.
教︵
材
分
析︶
1.Teaching Key Points
Key vocabulary and structures.
Pairwork.
2.Teaching Difficulty
Groupwork.

板书
设计
示意
框图

Unit 8 Why don’t you get her a scarf?
What’s the best gift...ever received?
Who gave it to...?
When did...get it?

时序
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）

Step Ⅰ Greet the class as usual and check the homework.
Ask a pair of students to say their conversation.
S1:It’s Anna’s birthday next week. What should I get her?
S2:How about a soccer ball?
S1:No,that’s not creative enough.
T: Good. Thank you.
Step Ⅱ
Show the new words on the screen. Teach the new words and read the new words to students. Ask students to repeat the words.

Step Ⅲ 3a Pairwork
This activity provides reading, writing and guided oral practice using the target language.
Look at the chart in Activity 3a.Let students read the column headings and the names of the people. Say, In this activity you will be talking about gifts these four people received. You will say what the best gift was, when the person got it, and who gave it to him or her.
Read the answers on the chart to the class. Review the meanings of any words students don’t understand. For example, a pet is a house-hold animal like a dog or a cat and graduation is the celebration that happens when a student finishes high school or college.
Look at the example in the sample dialogue. Ask a pair of students to read it.
A: What’s the best gift Joe has ever received?
B:A bike.
A: When did Joe get it?
B: Oh his sixth birthday.
A: Who gave it to him?
B: His parents.
A: What a lucky guy!
Then ask students to complete the first question and exchange answer with a student.
Get students to work in pairs. Ask Student A in each pair to look at the chart on Page 62.Ask Student B to look at the chart on Page 87.Remind students not to look at their partner’s page.
Let the pairs work on their own. When they work, move around the room checking the progress of the pairs.
Correct the answers.
Answers
Joebike,6th birthday, parents
Maria: pet dog, Christmas, brother
Tom: guitar, graduation, grandparents
Vera:bracelet,12th birthday, sister
Step Ⅳ 3b Pairwork
This activity provides guided oral practice using the target language.
Go through the instructions. Say, This activity is just like Activity 3a.But this time you are going to talk about real gifts that you have received.
Look at the example in speech bubbles. Ask a pair of students to read it.
A: What’s the best gift you have ever received?
B:A watch.
A: Who gave it to you?
B: My mother.
A: And when did you get it?
B: On my tenth birthday.
Then ask students to close their books. Get several students to say the questions from memory.
Let students work in pairs. As they talk, move around the room checking progress and offering language support as needed.
At the end ask a pair of students to say their conversation to the class.
Step Ⅴ 4 Groupwork
First ask three students to read the dialogue.
A: I’m going to make a special meal.
B: Is it for someone in your family?
A: Yes, it is.
C: Is it your mother?
A: No, it isn’t.
Go through the instructions with the class. Students can practice several times.
Get two other students to do a similar dialogue. They should use the same structure but with different gift ideas.
Let students complete the work in pairs.
A few minutes later, ask a few students to share the sample conversation.
Step Ⅶ Summary
This class we’ve done some reading, writing and guided oral practice. Also we’ve done some exercises of the workbook. It made us strengthen the target language we had learned in Section A.
Step Ⅷ Homework
Preview the new words. Next class I’ll have you read the new words first.

教
学
后
记

课题 Unit 8 Why don’t you get her a scarf? Period 4
教
学
目
标
1.Knowledge Objects
(1)Key vocabulary：turtle; mouse; mice; spider; snake; hamster; hairy
(2)Key structures
(3)Listening practice
2.Ability Objects
To train students’ listening and communication. skill.
3.Sensibility and Value
To be able to love animals and speak in English in our daily life.
教︵
材
分
析︶
1.Teaching Key Points
Key vocabulary.
Key structures.
Listening practice.
2.Teaching Difficulty
Pairwork.

板书
设计
示意
框图

Unit 8 Why don’t you get her a scarf?
good pet: goldfish, dog, cat, parrot, hamster
bad pet: mouse, snake
not sure: turtle, spider

时序
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）

Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ
Show the new words on the screen. First let students read the new words by themselves. Then read them to the class and ask students to repeat.

Step Ⅲ Section B 1a
This activity reviews earlier vocabulary and introduces some new words.
Show the picture on the screen and then ask students to say something about the picture. Provide key vocabulary words as needed. Write these words on the blackboard.

Look at the picture. There is a pet shop in it. There are many animals in the pet shop. They are a turtle, a goldfish, a cat, a dog, a parrot, a snake, a mouse, a spider and a hamster.
Then ask students to say the names of any other animals they can think of that might be in a pet shop.
Go through the instructions with the class. Then let students look at the diagram. Say, Under good pet, write down the names of the animals in the picture you think would be good pets. Under bad pet, write down the names of the animals you think would be bad pets. Under not sure, write down the animals in the picture you’re not sure of. Maybe they would be good pets, but maybe not.
Ask students to write the names of the animals in the picture in the correct parts of the diagram. Let students complete the work on their own.
Discuss the answers. Look at the animals that students put in the not sure section. Ask students to say why they put those animals in that part of the diagram.
Step Ⅳ 1b Groupwork
This activity provides oral practice using the target language.
First look at the example in the sample dialogue. Ask two students to read it.
A: Cats are the most popular pets.
B: Parrots are the most unusual pets.
Then read the instructions to the class. Say,You will be talking about pets you have at home.
Get students to do the activity in small groups. Ask one student to write down the list of pets. Then have the group look at the list together and decide which is most popular, most unusual, and so forth. When students work, move around the room checking their progress.
At the end ask different members of each group to tell the class what is the most unusual pet and most popular pet.
Step Ⅴ 2a
This activity gives students practice in understanding the target language in spoken conversation.
Look at the chart. Ask five students to read the five names of the pets in the first column.
Point out the write-on line in front of each pet. Say, You will listen to the recording and number the pets in the order you hear them. Then write the numbers on the lines in the chart.
Look at the sample answer The number 1 in front of goldfish means that goldfish is the first pet that is talked about on the tape.
Play the recording the first time. Students only listen.
Play the recording a second time. Say, Now listen to the recording again. This time listen carefully and fill in the blanks with the numbers 1 through 5.
Correct the answers.
Answers
The pets should be numbered in this order:
5 2 1 4 3
Step Ⅵ 2b
This activity gives students practice in understanding the target language in spoken conversation.
First look at the chart and ask different students to read the names of the commen