2021-2022学年牛津译林版英语8A Unit4单元教案

《2021-2022学年牛津译林版英语8A Unit4单元教案》由会员分享，可在线阅读，更多相关《2021-2022学年牛津译林版英语8A Unit4单元教案（9页珍藏版）》请在七七文库上搜索。

1、 1 Unit 4 Do it yourself-comic strip put up a picture Paregraph3: paint the living room blue Paragraph4: put up a shelf 3. Compare sentences and learn language points. 4. Let the students make sentences with these important language points. E.g. DIY can not only help us save money, but also make us

2、more creative. Step 2 Practice 1. Complete B4 2. Check answers. 3. Lets read the conversation together. 4. Please make dialogues about DIY with your own words. Here are some questions that can help you complete the dialogues: (1) what do you like to do? (2)what do you often help your parents do? (3)

3、do you think its good to help with the housework? (4)Are you good at DIY? 4 (5) what do you think is the best thing about DIY? Why? (6)Do you have any problems with DIY? (7)who can you ask for DIY advice? 6. Work in pairs to practice the dialogue. 7. Show time. Things learnt through practice are mor

4、e effective than the ones learnt from books. Try to do some DIY work and you can learn what you never expected. Step3 consolidation Please complete these sentences. (1) It was_(一个很大的错误)to leave my umbrella at home. (2) The meeting room_(充满了)thick smoke an hour ago. (3) Please put the book_(架子上)。 (4)

5、 My mother decided to _(参加烹饪课学习) (5) Only ten people _(出席会议)yesterday. Where should I _(把这幅画挂起来)？ Homework: 1. Read and retell Reading. 2. Remember words, phrases and sentences. 3. Complete the exercises on books. 教学反思： Grammar 1 Teaching aims Knowledge aims: At the end of the lesson, the students s

6、hould learn some phrases about making cards and DIY. Ability aims: At the end of the lesson, the students should learn how to give instructions and advice. Emotion aims: At the end of the lesson, the students will try to give instructions and advice. Important and difficult points 3. The use of cut

7、4. The usage of “should(not) and had better(not)” Teaching method Audio-visual method, interactive method Teaching aid Multimedia Courseware Teaching procedures Step one- Leading in 5 3. To raise the students interest by talking about what to do in the library. 4. Try to make the students familiar w

8、ith the patterns. Step two- Giving instructions 10. Focus on the structures of giving instructions. 11. Consolidate the patterns Step Three practice 1. Try to finish How to make cards. 2. More practice 3. Some phrases to translate. Step Four Using should and had better 1. Learn the use of “should an

9、d had better” 2. To make students understand them fully by using them. Step three- DIY advice Suzy is giving DIY advice to her classmate. Read the advice below. Help Suzy make sentences with should (not) or had better (not) Step four- Discussion and fill in the blankets How to be a good student Step

10、 five Homework 1. Try to give instructions. 2. Try to use should (not) and had better (not) to give advice. 教学反思： Grammar2 Teaching aims Knowledge aims: At the end of the lesson, the students should learn some phrases about making cards and DIY. Ability aims: At the end of the lesson, the students s

11、hould learn how to give instructions and advice. Emotion aims: At the end of the lesson, the students will try to give instructions and advice. Teaching procedures Step 1 呈现 1、教师通过复习 Reading 部分的内容来引出用 should 等方法提出建议。 教师说：Suzy doesnt think her cousin knows much about DIY either. What did she advise h

12、im to do? 引导学生回答：She advised him to take a course in DIY. 教师追问：What do you think she said to him about this? 引导学生回答：You should take a course in DIY. 教师将这个句子写在黑板上，将 should 用红色标出。 2、 教师继续说： Do you think we can use had better instead of should in this sentence? 随即板书： You had better take a course in DIY

13、. 引导学生思考并体会两个句子的意义。 3、教师用课件呈现更多句子，启发学生思考 should 和 had better 的使用规律：Here are some more sentences. Can you work out when to use should and had better? (1)To keep fit, you should / had better have a healthy diet. 6 (2)You should not / had better not leave litter. (3)Its going to rain. You should / had

14、better take an umbrella. 4、 引导学生总结： We use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better in stronger than should. 5、教师说：Please open your books and turn to page 48. Lets read the sentences together. 请学生翻到课本 第 48 页，集体

15、朗读 B 部分的例句，体会表达建议的不同语气。 Step 2 practise 1、 教师说： Suzy is giving DIY advice to her classmates. Can you help her make sentences with should (not) / had better (not)? 让学生完成课本第 48 页的练习，让学生朗读句子并核对答案。 2、 教师说： Youre giving advice to your friends. Rewrite the following sentences using should (not) and had be

16、tter (not). 让学生分别用 should 和 had better 改写句子。用课件呈现下列句子： (1)Its time for class. Put your comic books away. (You should / had better put your comic books away.) (2)Your English is not good enough. Read more to improve it. (You should / had better read more to improve it.) (3)Turn your mobile phone off

17、in class. (You should / had better turn your mobile phone off in class.) (4)Dont make the same mistake again. (You should not / had better not make the same mistake again.) 3、 教师说： Boys and girls, you have learnt how to give advice. I have a problem and I need your help. I cant sleep well at night a

18、nd I feel tired during the day. Can you give me some advice? 鼓励学生给出自己的建议： You should drink a glass of milk before going to bed. / You should not watch TV just before going to sleep. / You had better do some reading before you go to sleep./ 4、让学生两人一组展开对话，提出问题并给出建议：Work in pairs. Talk about your probl

19、ems and try to give useful advice. Step3.Conclusion Step4.Homework 1. make sentences 2. recite the should and had better 教学反思： Integrated skills Teaching aims Knowledge aims: At the end of the lesson, the students should learn some phrases about making a fruit salad and cards. Ability aims: At the e

20、nd of the lesson, the students improve their listening skills and should learn how to make things. Emotion aims: At the end of the lesson, the students will try to make things. Important and difficult points 5. The use of mix ,add 6. The steps of making things first, next, then , at last Teaching me

21、thod Audio-visual method, interactive method 7 Teaching aid Multimedia Courseware Teaching procedures Step one- New words Show pictures to teach new words 5. What fruit do you know? 6. What other food do you know? 7. What cooking tools do you often use to make food? 8. What action do you do to make

22、food? Step two- How to make a fruit salad 12. Listen to the conversations and tick the things they need. 13. Check the answers. Step Three Put the notes in the correct (正确的 adj.)order. 4. Write the numbers 1-4 in the boxes 5. Check the answers Step Four Listen and fill in the blanks 3. Listen to Suz

23、ys tips 4. Check the answers. Step Five- Important phrases 1. mix sth and sth 2. add sth to sth 3. cut into 4. get sth ready 5. tips for sth/ doing sth 6. make sure 7. for example Step Six Speak up 1. Ask two questions, 2. Read the dialogue 3. Language points Step Seven Homework 1. Try to make a kin

24、d of food. 2. Remember all the things we need to make food. 教学反思： Study skills Teaching aims: get the students understand the definition of prefix Learn some words with prefixes like un-, im- and in-. Key points: form a word with prefixes like un-, im- and in- Teaching aids: the multi-media and the

25、blackboard Teaching procedures: Step 1 呈现 1、 教师说： We know salad is good for us. You can add anything you like to a salad. Is it healthy to add much sugar? No, its not healthy. Its unhealthy. 板书 healthy 和 unhealthy，带领学生朗读。 2、向学生讲解否定前缀 un-的作用， 接着介绍其他否定前缀 in-和 im-：We can also use some other prefixes, s

26、uch as in- and im-, to form new words with opposite meaning. 3、指导学生用“头脑风暴法”巩固单词。具体方法是：把学生分成两人一组，其中一人读出课本上 任意形容词，要求另一人快速说出其反义词并拼写，稍后交换角色操练。如：一个学生说 correct，另一学 8 生快速说出反义词 incorrect。 4、教师引导学生归纳：在本课学习的否定前缀中，in-从来都不会用在以字母 l、r 开头的单词之前； im-一般用在以字母 b、m 或 p 开头的单词前，如：imperfect、impossible。在基础较强的班级，教师可补充 否定前缀 i

27、r-，并归纳其一般用在以字母 r 开头的单词前，如：irregular。在基础较弱的班级，教师只需介绍 否定前缀 un-、in-、im-的用法即可。 Step 2 活动 Step 3 练习 1、学生打开课本，翻到第 51 页，先读短对话，然后完成相关练习。 2、分别让四组学生朗读改正后的短对话，其他学生核对答案：Read the short conversations to the class. Other students, please check your answers. 核对完毕后让学生集体朗读所有对话：Read the correct conversations together.

28、 3、教师用课件显示一些句子，要求学生根据提示用带否定前缀的形容词造句。 (1)This chair is too small. (It is very uncomfortable to sit in it.) (2)The boy is not very strong. (He is always inactive in sports.) (3)You cannot fly to the island directly. (There are some indirect flights.) (4)I do not like him. (He is often unfriendly.) (5)

29、The snow is so heavy. (It is unusual to see such heavy snow here.) (6)Water is very important to us. (It is impossible for us to live without water.) (7)My grandfather knows nothing about computers. (He is unable to send emails.) 教师要允许并鼓励学生用不同思路造句，对有创意的句子要给予表扬。 Step4 Homework Find out more affixes y

30、ou know. Preview next part in the unit. 教学反思： Task Teaching aims Knowledge aims: At the end of the lesson, the students should learn some related vocabulary about DIY jobs such as making cards, cakes, pizza and so on. Ability aims: At the end of the lesson, the students should learn how to arrange a

31、 passage according to the writing topic. Emotion aims: At the end of the lesson, the students should have a general idea about writing. Important and difficult points 7. How to arrange the writing structure in English writing 8. The usage of some logic words, such as finally, when, because and so on

32、. Teaching method Inductive method, direct method and revealing method Teaching aid Multimedia Courseware 9 Teaching procedures Step one- Leading in 9. To present some pictures and encourage students to find out writing topics by themselves. 10. Show them the topics. Step two- Presentation 14. Show

33、them a DIY story about how to make cards. 15. Summarize the writing structure about the story. 16. By analyzing the sample passage in the textbook, help the students to form their writing thoughts. Step three- Imitate writing 5. Choose a topicPainting a room. 6. Encourage them to summarize their own

34、 writing structure. 7. Ask them to finish a similar story about painting a room orally. Step four- Language point 1. keep it secret 2. stick sth. on sth. 3. complete Step five- Homework 3. Choose one of the topics and write your own passage. Prepare for the presentation next period. 4. Review the whole unit and be ready for a quiz. 教学反思: