人教版八年級上冊英語Unit10 If you go to the party, you’ll have a great time!教案 教材解讀 本單元以“if”引導的條件狀語從句為話題展開教學。目的是讓學生了解不同的條件會產(chǎn)生不同的結(jié)果,并能夠靈活運用“if”引導的條件狀語從句。另外還從學生的日常生活習性方面導入健康的生活態(tài)度及正確解決問題的方式,即遇到問題,不能逃避,應當找人談談。第一課時,從學生現(xiàn)實生活切入,引導學生說出自己參加的聚會活動,并通過聽力內(nèi)容了解如果你做某事,則會產(chǎn)生某種結(jié)果。接著通過對話的形式談論要做的事情及結(jié)果。第二課時,主要通過分角色表演對話,練習“if”引導的條件狀語從句,并總結(jié)歸納“if”引導的條件狀語從句的含義、結(jié)構(gòu)、用法,鞏固練習“if”引導的條件狀語從句。第三課時,通過列舉幾種行為,目的是讓學生了解這些行為產(chǎn)生的結(jié)果。一組對話讓學生走進了Michael 父母的談話。第四課時,通過學習Laura和Robert Hunt面對問題并解決問題的方法,讓學生深切體會到正確的處理問題的方式是:找到信任的人傾訴煩惱。第五課時,談論你知道的人遇到的麻煩,并提出解決方案。寫一篇提出建議的文章。旨在讓學生了解正確處理問題的方式。 單元課程標準要求 詞匯：meeting, video, organize, upset, advice, agent, famous, normal, etc. 句型：—I think I’ll take the bus to the party. —If you do, you’ll be late. —What will happen if they have the party today? —If they have it today, half the class won’t come. —Should we ask people to bring food? —If we ask people to bring food, they’ll just bring potato chips and chocolate. 語法：掌握“if”引導的條件狀語從句；會使用現(xiàn)在進行時表將來；情態(tài)動詞 should 的用法。 4. 培養(yǎng)學生理解課文中各個知識鏈的意義,并學會做調(diào)查、制作或填寫調(diào)查表的能力。 5. 激發(fā)學生的學習熱情與興趣,體驗解決問題的樂趣。 教法導航 1.采用視聽教學法，運用多媒體。 2.聽、說、讀相結(jié)合引導學生在運用語言中學習語言，然后再創(chuàng)造性的運用語言，為用而學，在用中學，學了就用。 3.開展任務型教學方法，提供給學生合作交流的空間與時間，促使學生為完成任務和同學進行合作。 學法導航 1.課前準備，要求學生做好課前預習，熟悉本單元的單詞及學習目標。 2.合作學習，要求學生課上積極主動，相互合作交流，提高口語及交際能力。 3.自主學習，要求學生勤于思考，善于總結(jié)。 4.課后復習，要求學生完成課后作業(yè)，對所學的知識加以復習、總結(jié)和鞏固。 課時分配 第1課時: Section A (la-1c) 第2課時: Section A (2a-2d) 第3課時: Section A (Grammar focus-3c) 第4課時: Section B (1a-1d) 第5課時: Section B (2a-2e) 第6課時: Section B (3a-Self Check) Period 1 Section A (1a-1c) 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】 重點單詞: meeting, video, organize 重點短語: go to the party, have a good time 重點句式: —Are you going to the party tomorrow night? —Yes, I am. —Who will you go with? —I think I’ll go with Karen and Anna. —If you do, you’ll have a great time. —What will happen if they have the party today? —Half the class won’t come. 能夠在談論“派對”的真實語境中，正確使用第一條件句If…will…。 能夠準確獲取并表達有關(guān)聚會的假設(shè)和推論信息，學會與人探討、交流和表達自我觀點和看法。 通過談論聚會的話題，激發(fā)對英語的學習興趣。 【教學重難點】 1. 學會運用第一條件句If…will…,對未來事件進行假設(shè)和推斷。 2. 正確理解和運用If…will…句型中主句和從句的時態(tài)問題。 【教學過程】 Step 1 Leading in T:Is everyone here today? Let’s go on to learn “Unit 10 If you go to the party, you’ll have a great time!” Step 2 Presentation 1.First look at the pictures. Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something if you do. 2.Then make the sentence. Ask students to repeat the sentence. 3.Match the statements with the pictures[a-d]. Then ask the students who finish first to write the answers on the board. Check the answers on the board and ask students to correct their answers. 4.Display a large calendar that shows the pictures. Tell students the statements and responses. Ask students to repeat sentences. Step 3 Listening 1.Listen and complete the responses in la. 2.Listen to the conversation. The people are talking about what they do. Please listen to the tape and write down the responses of statements in the list. Make sure everyone understands what to do. 3.Then play the tape for the first time. Let students only listen. Then play it a second time. This time ask students to complete the responses. And then check the answers with the whole class. Keys:1.let you in 2.be sorry 3.be late 4. have a great time Step 4 Pair work 1.First ask two students to read the conversation in speech box. T:Now work with a partner. Make your own conversations about the people in the pictures. Then have students work in pairs. 2.Let students make their own conversations about the people in the pictures. Then ask some pairs to present their conversations to the class. Step 5 Summary This class we’ve learnt some new words: meeting, video, organize. And we’ve learnt to talk about “I think I’ll...;If you do, you’ll...” After class do more practice. And remember to exercise every day. Step 6 Homework Do the exercises in students’ book. 【拓展延伸】 【板書設(shè)計】 Period 2 Section A(2a-2d) 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】 1. 重點單詞: half, order, chocolate 2. 重點短語: potato chips, order sth. from…, ask sb. to do sth., too…to… 3. 重點句式: —The students are talking about when to have a class party. —What will happen if they have the party today? —If we have it today, half the class won’t come. —If we ask people to bring food, they’ll just bring potato chips and chocolate because they’ll be too lazy to cook. 4. 歸納、總結(jié)“if”引導的條件狀語從句的用法。 5. 了解西方社交聚會的知識；形成正確的價值觀和積極的人生觀。 【教學重難點】 熟練運用“if”引導的條件狀語從句。 運用What對if引導的句子所產(chǎn)生的結(jié)構(gòu)進行提問。 情態(tài)動詞should的使用和一般將來時的運用。 【教學過程】 Step 1 Leading in The T can encourage Ss to talk about what they will think about if they organize a party. Then the T can give them the following prompts: When, Where, who, what to do, what to eat Step 2 Listening(2a&2b) 2a The activity is to give Ss listening practice with the target language. Before listening, the T can ask Ss to look at the picture and predict the answers. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a individually. Then the T can invite some Ss to share their answers in class to check answers. 2b The activity is to give Ss practice in listening for specific items in conversations. The T may want to have Ss initially cover the phrases in the box in activity 2b and only look at the questions. After listening again to the recording and trying to answer the questions, Ss can be given permission by the T to uncover the phrases and try to answer the questions. After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. The T can play the recording again and ask Ss to imitate the intonation and pronunciation. Step 3 Pair work The T may want to have Ss work in pairs to compete to have conversations using the target structure. Guide Ss to try to make their conversations as long as possible. Step 4 Presentation 1.Ask Ss to read the conversation carefully and then answer the following questions: What will happen if we ask people to bring food? What will happen if we give people some small gifts if they win? 2.Then the T can focus Students’attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases. Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs. Step 5 Summary This class we’ve learnt some new words: meeting, video, organize. And we’ve learnt to talk about “I think I’ll...;If you do, you’ll...” After class do more practice. And remember to exercise every day. Step 6 Homework Recite the conversation in 2c and make a similar conversation with a partner. 【拓展延伸】 【板書設(shè)計】 Period 3 Section A (Grammar Focus-3c) 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】 重點單詞: upset, taxi, advice 重點詞組: ask sb. to do sth., stay at home, be sorry, take a taxi, give sb. some advice 重點句式: —If they have it today, half the class won’t come. —I think I’ll stay at home. —If you do, you’ll be sorry. 4.掌握if條件句的主從句的時態(tài)和情態(tài)動詞should的運用。 5.培養(yǎng)學生客觀預測和合理建議的能力。 6.樹立學生承擔所做事情的后果意識。 7.培養(yǎng)觀察法總結(jié)歸納的能力。 【教學重難點】 1. 在真實的交際中能夠熟練運用if來表達條件，用will來表達結(jié)果。 2.能正確使用含if條件狀語從句的主從句的時態(tài)。 【教學過程】 Step 1 Leading in Greeting. T plays a funny video and asks Ss to find out if-clauses. T leads to find out the if-clauses. For example: If you lose, you will be in trouble. If you can jump off my hand, you will win. Step 2 Grammar 1.T helps Ss learn the usage of if-clauses. 2.T asks Ss to read the sentences in Grammar Focus and answer some questions. Step 3 Presentation 1. Turn to 3a.T asks Ss to read the letter for the main idea quickly. 2. Ss complete the task in 3a on their own. Fill in the blanks with the correct forms of the verbs in brackets. 3. Check the answers. 4. Go through activity 3b. Ss scan the contents before the blank lines. Then complete the sentences on their own. T may ask 2 or 3 Ss to present their answers. 5. Correct the mistakes if there are some in their answers. 6. Go through activity 3c. T asks the whole class to practice doing the exercise together. 7.Group work. Ask Ss to work in groups, then let several groups to say their stories to the class. The Ss to write down everything. 8.Game Time. Step 4 Language points T explains knowledge points. Step 5 Exercises T assigns the test. Step 6 Summary Summarize the key content in this lesson. Step 7 Homework 1. Recite Grammar Focus. 2. Preview Section B 1a-1d. 【拓展延伸】 【板書設(shè)計】 Period 4 Section B（1a-1d） 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】 重點單詞: travel, agent 重點詞組: be happy, go to college, be famous, travel around the world, make a lot of money, get an education 重點句式: —What do you think I should do? Can you give me some advice? —I think you should go to college. But if I go to college, I’ll never become a great soccer player. 學會談論“你應該做什么”，能了解哪些事情是正確的。 能閱讀有關(guān)介紹未來職業(yè)方面的文章。 培養(yǎng)學生的邏輯表述能力，激發(fā)學生的積極思維，并使學生互相了解，增進友誼。 【教學重難點】 1. 區(qū)分“I think you should go to college./ I think you should join the Lions.”。 2. 掌握重點句型。 3. Enhance the listening and speaking skills. 【教學過程】 Step1 Leading in 1.Greetings & free talk. 2.Practice reading the dialogue on page 76. 3.Check the homework. Step2 Presentation 1.Point out the six phrases. Students read after the teacher. Make sure the students understand what they mean. 2.Call students’ attention to the pictures. Say something about the pictures. Circle the most important things to you. 3.Check the answers and then practice reading. Step3 Listening(1b&1c) 1b 1.Look at the list in la. Write A before each thing the soccer agent talks about and P before each thing Michael’s parents talk about. 2.Listen to the tape carefully twice. Write down the answers. Check the answers. Keys: P A P A A P 1c T:Now you will listen to the tape again, Michael and agent; Michael and parents. 1.Read the two names for the students in lc, and they’ll know how to choose. 2.Read the questions in 1c. Listen to the tape carefully twice. Complete the sentences. Keys: l. c 2. e 3. a 4. d 5. b Step 4 Pair work (1d) Before we check the answers in 1c, we’ll read through the dialogue in 1d.Pay attention to the conversation between Michael and his friend. Read the conversation. Let students follow. Give Michael advice. Step5 Summary Tell the students the differences between go to college and join the Lions. Step6 Homework Writing: Do the Exercise. 【拓展與延伸】 【板書設(shè)計】 Period 5 Section B (2a-2e) 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】： 1. 重點單詞: normal, teenager, unless, certainly, wallet, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience 2. 重點短語:worry about, keep…to oneself, have problems with sth., in the end, make careless mistakes, run away from, in half 3. 重點句式: —Some people believe the worst thing is to do nothing. But I think talking to someone helps a lot. —“If I tell my parents, they’ll be angry!” —“I will always remember to share my problems in the future!” —Students often forget that their parents have more experience, and are always there to help them. 4.通過學習 Laura 和 Robert Hunt解決問題和煩惱的過程和方法，讓學生通過解決日常生活中常見的問題—丟錢包等，得出一個明確的結(jié)論:如果遇到問題,應當找別人談談。 5.能閱讀包含“if”引導的條件狀語從句的文章,學會養(yǎng)成良好解決問題的方法,從而保持心理健康，心情愉悅。 6.培養(yǎng)學生的閱讀理解能力，提高解決問題的能力。 【教學重難點】 1.通過解決問題，會寫一篇遇到問題并解決問題的文章。 2.掌握一些重點句式的翻譯技巧。 3.閱讀短文, 獲得相關(guān)信息，提高學生們的綜合閱讀能力。 【教學過程】 Step 1 Leading in 1.Greeting. 2.T plays a video and says: What’s the video mainly about? 3.Brain Storm. T says: people today have all kinds of worries, such as pressure from work, study and life. Problems and worries are really normal in life. When meeting with difficulties, we shouldn’t run away from them but try to get over them. I think talking to someone helps a lot. Sharing a problem is like cutting it in half. Do you feel the same way as me? Now, Let’s talk, What kind of things do you worry about? Step 2 Pre-reading 1. Go through 2a. T asks some Ss to give their answers. T can write them down on the board. 2. Discuss. T says: If you have problems or worries, will you ask someone for help or just keep them to yourself? 3. Predict. T asks Ss to look at the picture and says: Laura Mills had a problem. What did she do? Who did she go for help? Let’s read to learn more about it. Step 3 While-reading 1. T asks Ss to read the passage quickly for the main idea, then answer the question : Which statement expresses the main idea of the passage? Then check the answers. 2.T asks Ss to read the messages quickly and finish the mind map. 3. Careful-reading. T lets Ss read Para.1 carefully and finish the mind map. 4. T makes Ss read paragraph 2 and fill in the blanks. 5.T asks Ss to discuss: What do you think of Laura’s parents? 6. T leads Ss to read paragraph 3 and finish the mind map. 7. T makes Ss read the passage again quickly. Before that, Ss scan the four questions in 2c. 8. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers. Step 4 Post-reading 1. Go through 2d. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers. 2. Turn to 2e. Ss read the five questions quickly. Then ask and answer the questions with their partners. As Ss work, T moves around the room monitoring their work and offering support as needed. 3. T may ask some pairs to present their conversations to the class. Then gives examples for Ss. 4. Game Time. T says: Let’s have an interesting test. Show me your answers and I can see what you usually do when in trouble. Step 5 Language Points Explanation T explains some knowledge points. Step 6 Exercises T assigns the test. Step 7 Summary Summarize the key content in this lesson. Step 8 Homework 1.Read the passage again after class. 2.Work on 2e. Ask three students these questions. Take notes of their answers. 【拓展與延伸】 【板書設(shè)計】 Period 6 Section B (3a-Self Check) 授課時間______ 實有人數(shù)______ 缺席人數(shù)______ 缺席原因______ 【課時目標】 1. 重點單詞: bring, project 2. 重點短語: take part in, say sorry to sb., children’s hospital, think of, get into a fight with 3. 學會書寫給出建議或解決辦法的文章。 4. 學會使用條件句分析原因和后果。 5. 學會遇到問題適時尋求幫助。 6. 學會關(guān)注自己和周圍人，幫助學生形成健康向上的人生觀。 【教學重難點】 1.學會書寫給出建議或解決辦法的文章。 2.熟練運用目標語言描述條件和結(jié)果。 【學習過程】 Step 1 Leading in 1. Greeting. 2. Brain Storm. T says: What’s your biggest worry? How to solve the problem? 3. T says: How to give advice? Then makes summaries. You should /can.... You’d better .... It is a good/great idea to.... If you ..., you will .... Doing … is the best way to solve your problem. Step 2 Pre-writing 1. Go through 3a, T asks Ss to read the instructions to 3a. Ss ask someone they know what his/her three biggest worries are. Then think of possible solutions to the problems. Make simple notes. Complete the task. 2. Turn to 3b. Ss complete the task in 3b using the notes in 3a and the structures in 3b to help with the writing. 3. T may ask some Ss to read their writing in 3b to the class. 4. Point Analysis. T leads Ss to think about the structure of the article. Then lists them: name, problem, advice. 5. Go through 3c, T says: Write your advice for your friend’s second and third problem following the structures in 3b. Step 3 While-writing 1.T shows an example and read the instructions to the class. Then lists the outline. 2.T asks students to complete the article and reminds that Ss use the notes in 3a,3b and 3c.T may give any help if necessary. 3. Writing practice. Step 4 Post-writing 1.Peer-editing: T lets Ss exchange articles, evaluate it and then help each other correct them. T reminds Ss that they can follow the key tips on board. 2.T lets some Ss read their passage to the class. 3. Part 4.T read the instructions for this activity to the class. Then ask two students to read the dialogue. 4. T points out the poster and ask Ss to add more items to it. 5. Ask some Ss to present their conversations. 6. T asks Ss to complete the tasks in Self Check and work on their own. 7. Check the answers. Step 5 Language Points T explains knowledge points. Step 6 Exercises T assigns the test. Step 7 Summary Summarize the key content in this lesson. Step 8 Homework Polish your writing according to your group members’ advice. 【話題分析】 本單元的話題是圍繞“做決定”展開的。這類寫作要求學生針對具體情況進行假設(shè)并推斷事情的結(jié)果、給存在問題的人或事情提出建議、幫助解決問題。該類寫作需要掌握本單元所學的if引導的條件狀語從句、will表示將來和情態(tài)動詞should 的用法。一般情況下,多用到一般現(xiàn)在時和一般將來時進行寫作。 寫作素材 1.I’m afraid to...我害怕…… 2.If sb. do/does... , sb. will. ..如果某人做……，某人會…… 3.If sb. do/does not..., sb. will...如果某人不做……，某人會…… 4. I’m not sure... /I don’t know what to do/how to do it.我不確定……/我不知道做什么/如何做。 5. Can you give me some advice?你能給我一些建議嗎? 【寫作實踐】 假設(shè)你是八年級二班的學生李莉,你的父母希望你能參加學校的英語演講比賽,你不知道該怎么辦，請根據(jù)以下提示用英語給你的外國好友吉姆(Jim)寫一封信,簡述自己遇到的問題，并請對方給出建議。 提示：1.父母的期望：······ 2.你的性格：害羞，不敢在眾人面前說話； 3.你的擔憂：如果不參賽······；如果失敗······ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________ 【教學反思】 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________

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