八年级英语下册 unit 2教案 人教新目标版

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1、英语：Unit2教案（人教新目标八年级下）单元教学目标与要求课时安排5课时①谈论在学校和家庭中遇到的种种麻烦和问题；②为他人找到合理的解决办法,提出相应的建议；③为自己的问题找到解决办法。④通过本单元的教学,教师引导学生大胆地、自由地用流利的英语来谈论问题，并解决问题的建议，并让学生掌握一些谈论问题和建议的常用词汇和句型，培养学生团结协作、虚心接受他人意见的良好个人品质。第一课时:Period1SectionA（1a—2）第二课时:Period2SectionA（3a—4）第三课时:Period3SectionB（1a—2c）第四课时:Period4SectionB（3a—se

2、lf-check）第五课时:Period5Reading：Maybeyoushouldlearntorelax!Period1SectionA（1a—2）Teachingaims1.Knowledgeaims①Keyvocabularies:playCDs,arguewithsb,tooloudoutofstyle,What’swrong?surprise,ticket.②Keysentences:What’sthematterwith…?/What’swrong…?/whatshouldI/he/theydo?Youcould/should/…You’dbetter…Whyn

3、ot…2.AbilityaimsTotrainstudents’abilityofjudgment.TohaveSsgiveadviceToimprovestudents’abilityoflisteningandspeaking.3.EmotionaimsToteachthemtounderstandothers.Toteachthemtohelpotherswhentheyareintrouble.ImportantdifficultpointsToknowaboutothers’troubleTousedifferentsentencestogivesomeadviceT

4、eachingaidsTaperecorderTeachingSteps(一)Step1.Lead-inGreetwithSsAsksomeofthem:Areyouhappytoday?Why?Istheicyhappytoday?What’sthematterwithhim?Isitserious?Whatshouldhedo?由What’sthematterwith…?Whatshouldhedo?这两个学生熟悉的句式导入新课，让学生有话可说，也为下文作铺垫。(二)Step2.Presentation1.PlaytheCDveryloud,ask:Doyouthinkit

5、istoonoisy?What’sthematterwithit?/What’swrongwithit?WhoplaystheCDtooloud?Isitserious?WhatshouldIdo?2.Say:OK.Iwillturnitdown.Pleasewatchthevideocarefully.Ask:What’swrongwithNimo?（arguewith）Wasitserious?Whatdidtheyargueabout?Showaform.Nimo’sideasHisfather’sideas(outofstyle)couldswimwellcouldn’

6、tswimwellcouldgotothedeepseacouldn’tgotothedeepsea通过播放父与子争吵的影片片断，教授本课的新词汇playtheCDs,tooloud/arguewith/outofstyle.学生表演父子争辩的过程既可让学生体会不同角色的不同心情，同时又正确使用了 could和couldn’t，为下一步使用could提出了建议，作了铺垫。couldgotoschoolcouldn’tgotoschoolcoulddosomethingwithoutyoucouldn’tdoanythingwithoutme.HaveSsworkinpairsa

7、ndactouttheargument.Whydidtheyargue?WhatdoyouthinkofNimo’sfather’sideas?（outofstyle）Could/Shouldhehatehisfather?Whatshould/couldhedo?HaveSsgiveNimoadvice.(三)Step3.Workon1a,1b.Ask:Canyoufindouttheirproblems?Showsomepicturesandaskthem.What’swrongwith