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新目标初二英语下册第 8 单元教案 Unit 8 Why don’t you get her a scarf? don’ scarf?
(Section A) Teaching goals:
  1. Language goals: (
  1) Learn to compare qualities. (
  2) Master the target language. a. The new words of Section A. b. How to give suggestions and comments. how about… what about… why not… why don’t you… That’s a good idea. That’s boring/personal/creative. That sounds good. c. Present perfect tense.
  2. Ability goals: Train students’ abilities of listening to special information.
  3. Moral goals: (
  1) Let students’ know the habits of giving gifts on special days in foreign countries. (
  2) Train students’ feelings of loving their parents and friends. Teaching important and difficult points.
  1. The target language in Section A .
  2. How to give suggestions and comments. Teaching methods: Task-based teaching and learning method; cooperation. Teaching aids: A tape recorder and some gifts given by friends.
The first period (1a(1a-1c)
Teaching procedures: Step
  1.Leading in (Talking about the teacher’s best gift )
  1. The teacher show some gifts to some students such as a scarf, a ring and so on . T: What’s this? SS: It’s a ring.
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T: The ring is the most important gift for me. Do you know why?
  2. Make the students guess. SS: Because it is expensive/interesting… T: No, because it is the first gift from my husband. It cost only ?100, but it’s my best gift .I love it because I love my husband. I got it ten years ago. Step
  2.Pre-tast (Talking about the gifts the students have) T: What gifts do you have? SS: Talk about the gifts they have. T: Do you like them? Why? Help students to answer with cheap, expensive, boring, interesting. T: What do you get on your friend’s birthday? T: Show the target words. It’s cheap/expensive/boring/interesting. Step
  3.While?task Task
  1.
  1. Show the task: What do you think of these gifts? Read the instruction to the students.
  2. T: Here are some gifts. What do you think of them? SS: Write the names of gifts in the chart then finish activity 1a. T: Can you add other gifts to each column? SS; Add other gifts to each column.
  3. Check the answers in pairs. Task
  2. (Pairwork)
  1. Show the task: What should I get my mom for her birthday? T: Tomorrow is my mother’s birthday. What should I get her? Can you help me find a gift for her? You can discuss it in pairs. SS: Give suggestions with How about…? Why not…? T: Give comments. What about…? Why don’t you…?
eg: T: What should I get my mother for her birthday? SS: How about a sweater? T: No, that’s too boring. SS: How about a scarf? T: Yes, that’s a good idea. (
  2).Lead students to drill the conversation.
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(
  3).Practice the dialogue in the whole class. Finish the activity of 1c. Task3: Listening task
  1. Show the task: Listen and number the comments in the order, then finish the activity of 1b.
  2. Check the answers. Step
  4.Post?task (Pairwork) Make a survey and fill in the blanks .What should you get on special days for special people?
Special Days Gifts Comments
Mother’s Day
Father’s Day
Women’s Day
Children’s Day
Teachers’ Day
Step
  5.Summary Sum up the main knowledge Step
  6.Homework
  1.Recite 1b and 1c.
  2.Make a survey about gifts . Blackboard design Unit 8 Why don’t you get her a scarf? (The first period ) What should I get my mom? Why don’t you get a scarf? Why not get a scarf? How/What about a scarf /getting a scarf? That’s too expensive/cheap/boring/interesting.
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The second period
(2a(2a-2c) Teaching procedures: Step
  1. Step
  1. Leading in
  1. Revision Check the homework of survey. What should you get on these special days for special people.
  2.Revise how to give suggestions and comments. Step
  2.Pre(Pairwork) Step
  2.Pre-task (Pairwork)
  1. Make one?minute dialogue. A: What should I get my mother on Women’s Day? B: How about a scarf? A: No, that’s too boring. B: …
  2. Get some pairs to act out their own dialogues. Step
  3.WhileStep
  3.While-task Task
  1.Listening task.
  1. Show the task. Listen to the tape and finish the activities of 2a and 2b.
  2. Read the instructions to the class.
  1) Tell the students that they are going to hear three conversations about the pictures of 1a.
  2) Play the recording the first time. The students only listen.
  3) Play it a second time. Write down the answers.
  4) Check the answers.
  5) Listen again and finish 2b. (Learn the new words: suggestion; comment; album; personal; not special enough )
  6) Check the answers to 2b. (Pairwork) Task
  2. (Pairwork)
  1. Show the task. Think of a friend or a family member who is having a birthday soon, but you have only ?
  50. Discuss what you should or should not get for him.
  2. Discuss in pairs.
  3. Act out in pairs. Step
  3.Post-tas (G Step
  3.Post-task. (Groupwork)
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  1. Help the teacher find a gift and then fill in the blank. T: I want to spend ?100 to buy some New Year’s presents for a 3-year-old girl and a 10-year-old boy. What do you think I should get? And tell me your reasons.
  2. Please discuss in groups. Then fill in the blank . People Suggestion 1 Comment 1 Suggestion 2 Comment 2 Suggestion 3 Comment 3
  3. Let students report their suggestions.
  4. The teacher decide to choose one of suggestions and say thanks for their help. Step
  4.Grammar focus:
  1. Review the grammar box. Ask students to say the statements and responses.
  2. Make summaries about suggestions and comments. Step
  5. Summary Sum-up how to give suggestions and comments again. Step
  6.Homework
  1. Go over the new words.
  2. Revise how to compare qualities. Blackboard design For a 3-year-old girl For a10-year-old boy
Unit 8
don’ Why don’t you get her a scarf?
(The second period)
New words: album ,personal ,receive ,gave ,guy Suggestions: Suggestions Why not …? Why don’t you …? How/What about …? Comments : too personal ;not special enough ;not creative enough ;good idea
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The third period (3a-
  4) 3aTeaching procedures Step
  1.Lea Step
  1.Leading in T: Miss Qu has some personal questions to ask you. Can you tell me? T: Have you ever received letters? Who wrote it to you? T: Have you ever received any gifts on your birthday? (Write down the sentences on the blackboard.) T: Who gave it to you? SS: Talk about the questions. Step
  2. Pre-task re
  1. Show the task: Talk about the teacher’s gifts.
  2. Show a card. T: What’s this? SS: It’s a card. T: Do you know who gave it to me? SS: Guess the gift. T: That’ s the most creative gift I have ever received. One of my students gave it to me on Teachers’ Day. It was made by himself. It looks like a heart .I love it.
  3. Show another gift (a watch). T: Can you guess when I got it? SS: Guess. T: That’s the most expensive gift I have ever received. My mother gave it to me when I left high school. I will keep it forever. WhileStep3: While-task Task
  1.Talk about your own gifts.(Pairwork) your gifts.(Pairwor ifts.(
  1. Show the task. What’s the best gift you have ever received ? ( have+过 去 词 ) When did you receive /get it? Who gave it to you? (Write the three sentences on the blackboard.) 2 .Talk about in pairs.
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  3. Ask and answer in pairs, then finish 3b .
  4. Ask some pairs to present their conversations to the class. Task
  2. (Pairwork) airwor
  1. Show the task: You are talking about gifts the four people received got .You will say what the best gift is, when the person got it and who gave it to him.
  2. Let the students read the chart for one minute .
  3. Students A and B practice in pairs.
  4. Check the answers to activity 3a. ostStep
  4. Post-task. Play a guessing game then finish 4 inish
  1. Read the instructions to the class. Students can practice several times.
  2. Ask two students to read the dialogue.
  3. Make similar dialogues in groups.
  4. Ask some students to present their conversations to the class. Step
  5. Summary
  1. Sum-up how to give suggestions and comments
  2. Sum-up the usage of present perfect tense Blackboard Design Blackboard
Unit 8
don’ Why don’t you get her a scarf? (The third period ) Have you ever received any gifts? What’s the best gift you have got? (have +过去分词 ) Who gave it to you? When did you get it? Why did you get it and why do you like it?
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don’ scarf? Why don’t you get her a scarf? Section B Teaching goals:
  1. Language goals: (
  1) Learn and master the new words about animals such as spider, mouse(mice), hamster, turtle ,pot-bellied pig, rabbit and so on. (
  2) Go on learning how to give suggestions and comments such as not friendly enough, easy to take care of and so on.
  2. Ability goals: (
  1) Train the students’ listening ability by practicing in understanding the target language in spoken conversations. (
  2) Let students practice writing about animals.
  3. Moral goals: (
  1) Let students learn about pet animals. (
  2) Train students’ feeling of loving animals. points: Teaching important and difficult points:
  1. The target language. the new words about animals the comments about animal pets
  2. Practice introducing pet animals. Teaching methods
  1. Task-based teaching and learning methods.
  2. Cooperation Teaching aids Some animals pictures, a recorder. Teaching procedures
The fourth period
(1a--(1a 2c) Step
  1. Step
  1. Leading in
  1. The teacher will ask some questions to lead in the topic. (
  1)Do you like pets? (
  2)Have you ever kept a pet? What’s it? (
  3)What do you think of them? Are they friendly? Are they easy to take care of?
  2. The students discuss the questions. Step
  2. PreStep
  2. Pre-task
  1. The teacher will show some animal pictures and ask some
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students if they know about them.
  2. Let the students learn the new words by themselves. ( goldfish; turtle; snake; mouse; spider; hamster; dog; parrot )
  3. The students learn and practice the animal words. Step3 WhileStep
  3. While-task Task1
  1. Show the task: Which of these animals would be good or bad pets?
  2. Point out the pet shop in the picture. Ask the students to say the names of the animals.
  3. Ask the students to say some other animals.
  4. Write down the names of the animals in the picture in the correct parts of the diagram, then finish activity 1a.
  5. Discuss the answers. (
  1) Ask some students to say why they think the animals are good or bad pets and why they aren’t sure. (
  2) Help the students use the target language such as friendly, easy to take care of, too scary and so on.
  6. Make a list of the pets they have. Talk about pets they have at home, then decide which are the most popular pets and the most unusual pets, then finish activity 1b. Task Task
  2. Listening task
  1. Show the task. Tell students they will listen to the recording and number the pets in the order they hear in activity 2a.
  2. Ask different students to read the names of the pets in 2a.
  3. Play the tape the first time. The students only listen.
  4. Play it again. The students listen and fill in the blanks with 1?
  5.
  5. Check the answers. Task
  3. Listening task
  1. Show the task Tell the students they will listen to the recording again and they should draw lines to match the pets with the comments.
  2. Ask different students to read the names of the comments.
  3. Listen and draw lines.
  4. Check the answers. Task
  4. (Pairwork)
  1. Show the task. Find a best pet for my family members.
  2. Tell the students I don’t know much about animals. Can you
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help me find a best pet for my family members? Can you give me the reasons? My daughter is a 6-year-old girl. My mother is an 80-year-old woman. My husband is a 35-year-old man. You can discuss in pairs first, then fill in the chart. Members age reasons pets Daughter a 6-year-old girl mother an 80-year-old woman husband a 35-year-old man
  3. Talk in pairs
  4. Check the answers by calling on different pairs to talk about their own choices. Step
  4. Step
  4. Post - task Find a best pet for yourselves and give your reasons. Step
  5. Summary
  1. Revise the words of animal pets.
  2. Sum up the comments about animals pets. Step
  6. Step
  6. Homework Make a survey about your friends what pets they have ever kept and why they kept them. Blackboard design don’ you Why don’t you get her a scarf? Se
 

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