作为一位不辞辛劳的人民教师，通常需要准备好一份教案，编写教案有利于我们准确把握教材的重点与难点，进而选择恰当的教学方法。教案应该怎么写才好呢？以下是小编整理的《8上英语unit4教案》，仅供参考，大家一起来看看吧。
第一篇：8上英语unit4教案
高中英语 选修8 unit4 单词
I.课内探究
1.hesitate vi犹豫，踌躇hesitation n. 踌躇，犹豫不决
hesitate to do 犹豫/踌躇干某事 not hesitate to do 毫不犹豫干某事 without hesitation 毫不犹豫地
There is no room for hesitation.没有犹豫的余地了。 1) She hesitated before replying.她犹豫了一会才回答。
2) She agreed without the slightest hesitation .她毫不犹豫就同意了。
3)If you have any question, please don’t hesitate to ask.你如果有什么问题，请尽管问。
without hesitation，Meng Xiangbin jumped into the river to save the drowning young woman .孟祥斌毫不犹豫地跳下河去救落水的年轻女子。
2.Classify vt分类，归类，把……分等级
People who work in libraries spend a lot of time classifying books.在图书馆工作的人花大量的时间为书籍分类。 classified adi. 分类的 ，归类的classify…as …把……归类为…… be classified as 分为…… 类classified ad 分类广告 3.condemn vt.判刑，处刑，谴责
It is illegal to condemn a man wothout a hearing.不进行审问就给人判刑是违法的。 be condemned to death 被判死刑condemn sb for 因……而责备、指责某人
Anybody who loves peace will ________ the evil deeds of attacking the Olympic torch. A. condemn B. challenge
C. tolerate
D. accuse 4.remark vi 谈论，评论，说
remark in/upon as/sth 对……加以评论n. 评论，评述，注意(notice) pointed cutting remarks 直言不讳的，尖刻的评论
make a few remarks about /on a subject 讲几句有关某人、某问题的话
1) The editor remarked that the article was well written.编者评论说那篇文章写得很好。 2)It is rude to remark on / upon the appearance of other people.评论别人的外表是粗鲁的行为。 3)He made a number of rude remarks on/upon the food here.对于哪里的食品，他说了很多无礼的话。 5.compromise n .妥协， 折中vi.妥协，折中，违背
agree on a compromise 同意妥协arrive at /come to /reach a compromise 达成妥协 compromise with 和。…… 妥协compromise on 在……妥协
In a _________ between management and unions, a 4% pay rise was agreed in return for an increase in productivity. A. compromise B. rule C. way
D.discipline 6.overlook vt. 俯瞰，俯视，未看到，未注意到 ，忽视，忽略(某人/某事)，不理会
overlook the valley 俯视山谷
overlook a spelling error忽略了一个拼写错误 overlook sb.不理会某人 My room overlooked the garden. 我的房间俯瞰花园。
They overlooked the enormous risks involved. 他们忽略了暗含的巨大危险。
Henry went through the documents again carefully for fear of overlooking any important data.
7. superior adj.更好的，更强的，有优越感的，傲慢的(职位级别)更高的，上级的 n.上级，上司，长官be superior to “比…… 好”eg: 1)Today’s computers are superior to anyone we had ten years ago. 如今的电脑比十年前的任何一台电脑都好。
2)She always acts so superior to everyone else.她总是 表现得比别人优越。 8.Fade vi.凋谢，枯萎;(颜色)退去;(声音等)变为弱;(光等)变暗淡;逐渐消失 1)The flowers faded for want of water.花儿因缺水而凋谢了。 2)The colour fades when esposed to light.这颜色曝光后会褪色。 3)The sound of the footsteps faded away.脚步渐渐消失。
- 1II.重点句子 1. 2. 3. 4. 5. 6. 7. 8. 9. A poor flower girl who is ambitious to improve herself. It is pouring with rain and cab whistles are blowing in all directions. A man is hiding from the rain listening to people’s language and watching their reactions. while watching, he makes notes. Nearby a flower girl wearing dark garments and a wollen scarf is also sheltering from the rain. What if I was ?
You can place a man by just a few remarks. But they betray themselves every time they open their mouths. Now once taught by me, she’d become an upper class lady. garden party., 11. I came to England to make your acquaintance. 12. I rather fancied myself . 13. I’d never have come if I’d known about this disgusting thing you want me to do. 14. We must plan the best way to teach her. III.练习答案
1. adaptation 2. plot
3.hesitate 4. uncomfortable
5. troublesome
6.outcome
7. disguise
8. mistaken
9. brilliant 10.classify
11. betray
12.dismiss 13. condemn 14. ambassador
15. acquaintance
16. handful 17 fortune
18 status 19. superior
20. pronounce
21. antique 22.
explicitly 23. compromise
24.disgusting 25. overlook
26. fade
27.
classic 28.effective 1. in disguise
2. pass…off as 3. make one’s acquaintance
4. in amazement 5. in terms of 6. generally speaking 7. the other day
8. take away 9. once more 10. in need (of) 11 show…in 12.fade out 13.(be ) convinced of
14.betray oneself 15. fancy oneself (as) 16.fancy doing
1.in
convinced 2.sheltering from 3.betray
every time 4.condemn to 5.educated
pass
off at ambassador’s 6. a place
which 7. make your acquaintance 8. fancied myself
pronounce
distinct beat
distinguish 9. have come
had known
disgusting 单项选择BDBBA AABAA 10. Once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s
第二篇：新目标英语八年级上unit4教学反思
阅读课教学一直是我困惑的课型，并且我发现很多学生做阅读根本就不看，只是直接到阅读材料里找答案，这肯定是行不通的。而要提高学生的阅读能力与学生的兴趣、词汇量、句式的掌握及阅读技巧是分不开的，也与老师平时的指导与训练密不可分。本课是新目标英语八年级下册第4单元阅读部分，本单元的语言目标是“report what someone said”(引述别人讲的话)，学习直接引语和间接引语。本课以“志愿者支教”为主要内容，通过志愿者杨蕾的支教事迹和想法而引出助人为乐这一中心话题，培养学生拥有热爱社会公益事业、扶危济困的优秀品质。虽然事情并不陌生，但距离学生的现实生活较远。所以，我首先以discuss people who need help and something we can do for them. 导入，为学生创造轻松愉快的学习气氛, 激发学生的好奇心，为学习新课打下伏笔。 接着指导学生阅读课文、让学生提出疑难并帮助扫清阅读理解上的障碍，对文章当中出现的重点语句做详细分析。同时我设计了四个问题: who is yang lei? what did she do? why did she do that? how would it help? 问题简单清晰易懂，在学习文章内容的同时，帮助学生在头脑中形成文章主线，巩固文章大意。然后让学生找出每段大意top sentence, 让学生更加理解文本内容，增强课堂实效性。最后show some pictures of the charities: greenpeace, doctors without borders, unic ef, wwf.让学生分组 discuss which one you will choose and write the reasons.
长篇阅读丰富了本单元的课外知识扩展了学生的视野，是对本单元语言知识和语言能力的再利用和升华。我采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习,在完成任务的同时学习语言。在阅读文章，理解文章，分析文章之后做适当扩展和延伸。 但在导入时学生思路并不开阔，所以我发现在导入前我应给学生做点语言铺垫。在阅读过程中，部分学生速度较慢，还应要求学生做好充分的预习。在概括每段段意时，只有少数学生能准确概括出段意，我应在概括段意前应教之方法。在学习文章之后.还应给学生一定的时间实现语言应用,围绕课文开展各种形式的口,笔交际活动,如复述课文主要内容、讨论杨蕾等志愿者的行为是否值得学习、或谈谈自己对young people today need to experience different things.这句话的理解等,将语言学习和语言运用统一起来,同时增强对学生的情感教育.还有通过培训学习我发现分组讨论环节要有评价，否则活动只会流于形式。
第三篇：【金版新学案】2014高考英语一轮总复习 课时作业8 Unit4 Cyberspace 北师大版必修2
课时作业(八) 必修2 Unit 4 Cyberspace Ⅰ.完形填空
(2012·山西六所重点中学高三联考) Long long ago，there was a small village.This village had a__1__tradition.At the beginning of every year，any boy who had reached the age of majority (成年) was given land and money to build a home.The boy had to__2__his home before winter.If his home failed to endure the cold weather in winter，the villagers could not__3__him in any way. One__4__，Paul and Marc reached their majority.They__5__their land and money and decided to search nearby villages for ideas on building their homes.In each village，they found the nicest __6__and talked to the owners.Each owner gladly offered__7__. After Marc saw several homes，he__8__the best ideas and went back to his own land.Paul，__9__，continued collecting more ideas.Soon he had so many great ideas that he began to__10__some of them.But he always believed he could find even better ideas in the next village. Marc began building his home.He had several false starts，__11__his home gradually rose from his land.By fall，Marc had finished his home.It wasn’t perfect，but it was strong and he could__12__it later. Paul enjoyed all the beautiful homes and__13__with home owners.The first snow came and Paul，realizing he was running out of time，__14__back to his land.He built the best home he could in the time he had，but it was__15__.The first winter storm destroyed his home and he froze to__16__.The villagers mourned for him. Marc__17__the winter.Each year，Marc searched for other good ideas he could use to make his own home look better.He became a leader in the village，__18__a family，and lived a happy，content life. We all build and improve our own mental homes.It’s__19__and fun for us to search for ideas from other mental home owners，but we only improve our own mental home if we actually__20__the best ideas. 1.A.strange
C.literary 2.A.find C.complete 3.A.help C.scold
B.hopeful D.cultural B.make D.buy B.encourage D.persuade
4.A.winter C.autumn 5.A.exchanged C.recognized 6.A.girls C.houses 7.A.rooms C.attention 8.A.expected C.created 9.A.similarly C.however 10.A.forget C.replace 11.A.because C.but 12.A.repair C.sell 13.A.conversations C.struggles 14.A.drove C.flew 15.A.weak C.small 16.A.blindness C.sadness 17.A.experienced C.survived 18.A.brought C.contacted 19.A.slow C.dangerous 20.A.realise C.collect Ⅱ.阅读理解
B.summer D.spring B.received D.accepted B.jobs D.presents B.drinks D.advice B.gathered D.understood B.finally D.furthermore B.believe D.doubt B.although D.so B.rebuild D.improve B.achievements D.arguments B.rushed D.moved B.funny D.amazing B.death D.illness B.loved D.spent B.earned D.raised B.easy D.special B.bring D.apply
2
A
(2013·东北三校第一次联考) When Taylor Swift first came to the attention of the public，she was a 17yearold newcomer who loved singing to her guitar.She seemed far more enthusiastic than skillful. Four years later，Swift became a multiaward winner.This month，she was crowned “Woman of the Year” by Billboard magazine，the youngest singersongwriter ever to receive the honor.“Aged only 21，Taylor has already made a maior impact on music and has been an unbelievable role model for hopeful artists and young women everywhere，” said Bill Werde，Billboard’s director. Werde’s_words_do_not_come_from_nowhere. Unlike many pop singers，especially those who do not write their own material，Swift has the power of turning her ideas into lyrics that will set people thinking.“Hidden beneath Taylor Swift’s notagirl，notyetawoman sweetness is a very skillful songwriting technique，” wrote Leah Greenblatt in an American magazine. Songwriting，as Swift explains，is to cope with issues.“I tend to write about things that really impact me most.” There certainly seems to be something true and honest running through every one of the 14 songs on her album，Speak Now，about “the lessons and confusion and heartbreak and all the different things that go along with being 18,19 and 20.”
“For the audience too young to have experienced real passion or heartbreak，Swift’s songs are like a potential road map，promising things will work out OK，” commented Dorian ynskey in a British newspaper. Now Swift is getting ready to go further and has so far written about 10 songs for her 2012 album，which is about feelings of growing up and becoming an adult.“They’re sad，if I’m being honest.”“They’re about my heartbreaks and my moving on.But more importantly，they are about achieving contentment.You’re not always going to be perfectly happy as you grow up.”
1.What does the writer mean by saying “Werde’s words do not come from nowhere”?
A.Swift stands out as a singer and songwriter. B.Only Swift writes her own songs. C.Swift begins to take interest in singing. D.Swift decides to deal with problems in her new album. 2.Which of the following statements is NOT true according to the passage?
A.Swift has the ability to write songs with deeper meanings. B.Swift is both enthusiastic and skillful now. C.Swift became a multiaward winner when she began to sing on the stage. D.Swift’s album Speak Now has 14 songs. 3.Taylor Swift’s 2012 album mainly records________. A.dream and reality C.pain and growth 4.What is the best title for the passage? A.Swift comes to people’s attention B.Swift rises to fame C.Swift wins many awards D.Swift experiences real passion
B
(2013·西安市第一次质量检测) More than half of rich Americans have not shown their full wealth to their children，a new survey showed last Tuesday. The survey，published by the Bank of America，studied the rich with $3 million or more in assets.It found that “surprisingly few of those surveyed have welldeveloped plans to preserve and pass on their assets to their children”.
The majority of the 457 people surveyed are selfmade，firstgeneration rich.Fiftytwo percent of parents have chosen not to tell their children just how wealthy they are，and 15 percent have given away nothing about the family wealth.One in three parents said they had never thought to do it. They are worried that their children would become lazy，spend money freely，make bad decisions and even become a target for gold diggers. Only 34 percent strongly agreed that their children would be able to handle any inheritance (遗产) they plan to leave them. “There is an expectation about the wealthy parents that they have a responsibility to pass down their fortune to the next generation，” said Sallie Krawcheck，president of the Global Wealth and Investment Management of the Bank of America.“Our research，however，uncovered changing views of what one generation owes the next.”
The trend is led by the world’s richest man Bill Gates，who promised in 2008 that he would leave his $58 billion fortune to the charity started by him and his wife，the Bill and Malinda Gates Foundation (基金会)，and not to his children.
B.heartbreak and despair D.problems and society
“We want to give it back to society in the way that it will have the most positive impact，” he said.
Of his plans for his children，Gates said：“I will give the kids some money but not a meaningful percentage...they will need to work but they will feel reasonably taken care of.”
5.We can learn from the passage that________. A.rich parents may not know how to manage their inheritance B.rich parents don’t equal rich kids，at least in the US C.American children don’t get to inherit their parents’ wealth D.poor children don’t expect themselves to be as rich as their parents 6.According to the survey，most rich Americans________. A.think they owe their children nothing B.think it best to give their money back to society C.doubt their children’s ability to handle wealth
D.are confident of their children’s ability to handle wealth 7.The underlined word “they” in Paragraph 6 refers to________. A.responsible children C.firstgeneration rich
B.Bill Gates and his wife D.rich parents 8.From the last paragraph，we can see that Bill Gates wants to show________. A.the trend of leaving no inheritance to children B.the positive impact of charity on society C.the way of giving back to society D.the importance of independence for children
课时作业(八) Ⅰ.完形填空
语篇解读： 本文为夹叙夹议文。文章告诫人们，从他人那儿收集到的主意只有经过分析后应用于实践中才能不断地改进自我，只收集主意，而不付诸行动，最终只会失败。
1.解析： 根据下文内容：男孩成年时被给予土地和钱财来为自己盖房，而且盖的房子经不起严冬考验的话，村民们不能以任何方式来帮助他。所以选A，这个村庄有一个奇怪的传统。
答案： A 2.解析： 冬天来临之前，男孩得盖好房子。complete完成，符合语境。 答案： C 3.解析： 如果他的房子未能经受住严冬的考验，村民们不能以任何方式帮助他。 答案： A
4.解析： 第一段第三句中的“At the beginning of every year”暗示了此题的答案为spring。
答案： D 5.解析： 因为这两个年轻人成年了，他们领到了他们应得的钱和土地。receive表示客观上“收到”;exchange交换;recognize认出;accept表示主观上“接受”。
答案： B 6.解析： 因为他们要为自己盖房子，所以他们在每个村子找到的应该是最漂亮的房子。
答案： C 7.解析： 房子的主人给予这两个年轻人的当然是如何把房子建好的建议。 答案： D 8.解析： Marc看了几座房子之后，收集到最好的想法，然后回去准备建房。 答案： B 9.解析： Marc和Paul的做法截然不同，所以应该用表示转折关系的副词however。 答案： C 10.解析： 因为Paul收集的主意太多了，所以就开始把一些忘记了。 答案： A 11.解析： “他起初犯了一些错”和“他的房子渐渐地建起来了”是转折关系，故选but。
答案： C 12.解析： 房子不完美但却结实，而且他以后还可以再做改进。improve改进，提高，符合语境。
答案： D 13.解析： 此处表示与房子的主人谈话征求建议，所以要用conversations“谈话”。第二段中的“talked to the owners”是线索提示。
答案： A 14.解析： 已经下了第一场雪，Paul意识到自己快没时间了，就匆忙赶了回去。故rushed符合语境。
答案： B 15.解析： 从前面的信息“Paul匆忙地建造房子”和后边的信息“冬天第一场暴风雨就摧毁了房子”可知，他所盖的房子不结实。
答案： A 16.解析： freeze to death为固定表达法，表示“冻死”。 答案： B 17.解析： Marc经历了严冬后活了下来。
答案： C 18.解析： 他成为村里的领头人，养活了一家人，过着幸福美满的生活。raise养育，抚养，符合语境。
答案： D 19.解析： 我们从其他心灵家园的主人那儿征求建议很简单也很有趣，但是我们只有把最好的主意加以利用，才能完善我们自己的心灵家园。
答案： B 20.解析： apply使用，应用，符合语境。 答案： D Ⅱ.阅读理解
语篇解读： 本文主要讲述了Swift由开始时对音乐的酷爱到最终成为成绩卓著的音乐人的故事。
1.解析： 推理判断题。根据第二段中Werde所说的话及第三段的第二句可知，画线句表明“Swift作为歌手和曲作家很出色。”
答案： A 2.解析： 正误判断题。根据第二段的第一句可知，Swift 4年后才成为一个多次获奖的赢家。由此可知C项与原文内容不符。
答案： C 3.解析： 细节理解题。由最后一段的内容可知，她的这个专辑是有关成长及随之而来的痛苦的。
答案： C 4.解析： 标题归纳题。通读全文可知，本文主要讲述了Swift作为一个音乐人逐步走向成功的故事。故B项作为标题最合适。
答案： B 语篇解读： 调查表明，大部分美国富人不愿向孩子炫富，甚至不打算将丰厚的资产传给后代。
5.解析： 推理判断题。第二段的后半部分提到在被调查的美国富人中，几乎没有人计划为他们的孩子保留资产或者将资产传给孩子，由此可推断在美国，父母富有并不意味着孩子富有。
答案： B 6.解析： 推理判断题。根据第四段内容可推知，大部分美国富人怀疑他们的孩子处理财富的能力。
答案： C 7.解析： 猜测词义题。人们期望富裕的父母把他们的财富传给下一代，此处they指代的是画线词前面的“the wealthy parents”，即“rich parents”。
答案： D 8.解析： 推理判断题。根据本段中比尔·盖茨所说的话可推知，他更强调孩子的个人奋斗，认为培养孩子的自立很重要。
答案： D
第四篇：pep小学英语五年级下册unit4教案
Unit 4 What Are You Doing?
第一单元
一、教学目标
1、能够听、说、读、写动词短语的ing 形式：drawing pictures , doing the dishes , cooking dinner , reading a book , answering the phone 。
2、能运用句子“What are you doing ? I am doing the dishes/…”询问别人正在做什么并作答。
3、通过说唱Let’s chant 部分的歌谣巩固复习Let’s learn 部分的动词短语和句子。
4、学唱歌曲“What are you doing ?”。
二、教学重、难点
1、本课时的重点是掌握五个动词短语的ing 形式，能够理解下一课时的主要句型：What are you doing 并能够用I am doing the dishes/…作答。
2、难点是：动词短语ing形式的读音。
三、课前准备
教师准备各种动词短语卡片、图片等。准备锅、铲、电话、碗碟等小道具。准备实物投影仪、录音机及录音带。
四、教学步骤
1、热身
(1)教师放歌曲“What are you doing ”的录音。 (2)日常口语练习。
2、预习
教师出示一个动作短语卡片，如: do the dishes 说 I can do the dishes，引导学生说Me too，然后教师用其他的动词短语卡片进行替换，带领学生继续操练。，
3、新课呈现 Let’s lean
(1)教师再次拿出do the dishes的卡片,同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes . 然后在黑板上的短语后面加上ing变成doing the dishes . 教师引导学生做洗碗的动作,并跟说:Me too . 然后继续用其他的卡片进行替换,通过适当的动作引导学生理解现在进行时表达的含义. (2)出示动作卡片,通过让学生说动作短语,并将动作短语转换成ing 的形式. (3)给学生提供调色盘、电话、碗碟等小道具，教师问：What are you doing ?引导学生边做动作边回答：I am drawing pictures/doing the dishes/cooking dinner/answering the phone/reading a book
(4)让学生听录音，跟读Let’s learn部分的词汇，要求学生边听边指，力求做到“眼到、手到、口到、心到”。
(5)教师把本部分的五张动词卡片面朝上贴在黑板、窗户、门、墙等上面，然后说一张卡片上的短语，如: drawing pictures , 学生迅速指向该图片，指得又快又准确的学生为胜者。 (6)教师依次出示本部分的五张短语ing 形式的卡片并提问：What are you doing?，学生做出相应的动作并回答：I am…。 Let’s chant
教师播放该部分的录音，让学生听录音跟读两遍后试着分组说唱歌谣。
第二课时
一、教学目标与要求
1、能够听懂、会说：What are you doing? I am…并能在情景中进行运用。
2、了解C部分的故事内容。
二、重点、难点、
1、本课时的重点是掌握句型：What are you doing ? I am… 2、本课时的难点是培养学生在实际情景中运用对话的能力。
三、课前准备
1、学生每人准备一张白纸，自己制作锅、盘子等图片。 2、教师准备录音机、录音带以及电话等道具。
四、教学步骤 1、热身
教师播放歌曲“What are you doing?”，学生跟唱。 2、预习
(1)同桌之间背对背，一边做动作一边用主要句型问答：What are you doing ? I am… (2)Let’s try
教师放该部分的录音，让学完成听音选图。
3、新课呈现 Let’s talk (1)让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：what are you doing ?，抽取词卡的学生站起来边做相应的动作边回答：I am…。请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing ?再进行下面的活动。
(2)学生五人一组。教师问各组的第一名学生：Hello . What are you doing ? ,每组的第一名学生回答后转身问后面的学生：What are you doing ? 依次类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。
(3)做“小双簧”的游戏：学生两人一组，一名学生在前面表演动作，另一名学生藏在他的身后为前面的学生配音，如：I am drawing pictures. (4)学生拿出自己制作的图卡或学具，两人一组操练：What are you doing ? I am… (5)教师放Let’s talk部分的录音，学生跟度。
(6)出示Let’s talk中的图片和道具电话，指导学生进行替换练习。 Pair work
学生两人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawing pictures,然后两人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。
第三课时
一、教学目标
1、能够听、说、读、写句型: This is Zhang Peng . What are you doing ? I am doing the dishes/ reading a book .
2、能用What are you doing? I am…互相通电话，询问对方正在做什么并作答。
3、了解字母组合oo , ou , tr , tw的发音规律及其例词的读音。
二、教学重点、难点
1、重点是：What are you doing ? I am….的书写。
2、难点是句子Do you want to go to the Children’s Center ?的理解和朗读，以及字母组合oo, ou, tr, tw的发音规律。
四、教学步骤
1、热身
(1)教师播放本单元第一页歌谣的录音，学生跟录音说唱。 (2)日常用语会话。
2、预习
(1)做拼写游戏：教师提供一些打乱字母顺序的单词，让学生排序并正确拼读单词，如：r,I,a,d,e,n,g (2)请几组学生表演Let’s talk部分的会话。
3、新课呈现 Read and write (1)教师指着黑板上的简壁画，问：What is he/she doing? 引导学生回答：He /she’s singing/ dancing/playing ping-pong/drawing pictures/playing the piano. (2)教师在简壁画的外围画一幢房子的轮廓，提问：Do you know where it is? Where are the children?自然引出Children’s Center
(3)教学：Do you want to go to the Children’s Center
the Children’s Center
go to the Children’s Center
want to go to the Children’s Center
Do you want to go to the Children’s Center ?
(4)教师说：Now, Zhang Peng calls John. What are they talking about ? Listen . 教师放Read and write部分的录音，学生跟读。
(5)教师向学生展示本部分的挂图，对This is Zhang Peng 的用法作必要解释。告诉学生打电话时若想告诉对方你是谁，不能说I am…而应该说This is /It’s…。 (6)教师指导学生书写四会句子，看谁写得又快又好。 Pronunciation (1)出示单词：cool , goose , school ,boots让学生读一读，试着找出oo的发音规律，然后教师出示字母组合ou和单词soup，一起归纳发音规则。同法学习字母组合tr , tw的发音规律。
(2)教师放该部分的录音，学生跟读。引导学生看图片理解句意。然后，请几名学生试着朗读饶口令。
(3)教师出示一些包含字母组合oo,ou,tr,tw的单词，让学生试着读一读，检测学生掌握字母组合发音规律的情况。
第四课时
一、教学目标
1、能够听、说、读、写动词短语的ing形式：listening to music, washing clothes,cleaning the room, writing a letter , writing an e-mail .
2、能够运用句型What is your father doing? He’s writing an e-mail等询问并表述他人正在进行的动作。
二、教学重点、难点
1、重点是掌握五个动词短语的ing形式。
2、难点是以不发音的字母e结尾的动词ing形式的变化。
三、课前准备 1、Let’s chant部分的插图，本课时的五张词卡和图卡，准备录音机和录音带
四、教学步骤 1、热身
(1)教师放本单元第一页上歌谣的录音，让学生跟录音说唱。 (2)日常会话。 2、预习
做“动作接力赛”游戏：全班学生分成若干小组。每个小组第一名学生看同一个动词短语，如：reading a book , 然后分别向各组的第二名学生做看书的动作。 3、新课呈现 Let’s learn
(1)在动作接力赛的最后引出本课第一个动词短语：listening to music 教师板书并带读。 (2)教师出示cleaning the room的图片，提问：What’s he / she doing?引出新词
(3)采用做动作、描述等方式引出washing clothes , writing a letter , writing an e-mail (4)做“高低音”游戏：教师指着黑板上的图片带读短语，如果教师声调高，学生就大声跟读，反之则不跟读。
(5)教师向学生展示Let’s start部分的挂图，提问：What is he/she doing?引导学生按照提示说话。
(6)教师放Let’s learn部分的录音，学生听录音认读短语。 Let’s chant
教师放第四十九页的歌谣录音，学生认真听。教师再放一遍录音，学生跟读。然后师生一起说唱歌谣。
第五课时
一、教学目标
1、能够听懂、会说：Can I speak to…? Please hold on . He’s …并能在情景中进行运用。 2、了解中国及主要英语国家的紧急求助电话号码。
二、教学重点、难点
1、重点是掌握He / She’s … 2、本课时的难点是电话用语。
三、课前准备
教师准备一部电话机，录音机和录音带。准备十张左右的动作图片和短语卡片。
四、教学步骤 1、热身
(1)师生问答或生生对答说唱第四十九页的歌谣。 (2)日常口语练习。 2、预习
教师在黑板上写好下面两列单词，让学生连线并正确读出短语。
Listening to
music Washing
a letter Writing
clothes Cleaning
an e-mail Writing
the room 3、新课呈现 Let’s try
学生听录音，做Let’s try部分的练习Listen and tick Let’s talk
(1)做“猜一猜”游戏：教师拿出Let’s talk部分的挂图，但要将四幅配图分别用四张白纸遮盖好，问学生：What is she doing?学生猜对一个，教师就把这张图上的纸拿掉，直到学生全部猜出为止。
(2)教师拿出cooking dinner 的图片提问：What’s she doing ? Can I speak to her , please?引导学生回答：She’s cooking dinner , Please hold on教师带读答句。 (3)同桌之间用电话等小道具操练对话。
(4)从学生的对话中引出Mon , there’s a call for you 教师可借助体态语言帮助学生理解这句话的意思，然后带读。
(5)教师放Let’s talk部分的录音。学生跟读。
(6)同桌学生进行对话替换操练，然后教师指定几组学生在学生面前表演。 Let’s play
学生两人一组，随意将人名与动词短语的ing形式一一连线。然后根据各自的连线情况进行问答，如:What is Chen Jie doing ? She’s „„ Good to know 帮助学生了解我国及主要英语国家的紧急救助电话号码。
第六课时
一、教学目标
1、能够听、说、读、写本课时句型Grandpa is writing a letter . Brother is doing homework . Mom is cooking dinner in the kitchen . He’s writing an e-mail in the study 。.
2、能够用Mon is cooking dinner in the kitchen等句子介绍佳人正在做什么。
二、教学重点、难点
1、重点是掌握句型Mom is „in the „的书写。
2、难点是用本单元所学内容完成接电话的任务。
三、课前贮备
动词短语卡和拼图一张，录音机和录音带，准备家庭人员照片若干。
四、教学步骤
1、热身
(1)日常口语练习。
(2)教师放B部分的歌谣录音，让学生跟着录音说唱。
2、预习
(1)做“读读、贴贴”游戏：教师出示短语卡，学生齐读后，请学生把短语卡贴到相应的动作图下，边贴边说出一个句子：He / She is„„
3、新课呈现 Read and write (1)做“加句子”游戏：学生五至六人一组，第一名学生多一个描述家庭成员的句子：如Mom, is cooking dinner in the kitchen 第二名学生先重复前面学生说的句子，然后再说一个不同的句子，如： Mom, is cooking dinner in the kitchen, Dad is reading a newspaper in the study .依次类推 (2)教师问一名学生How are you ? 学生作答后教师板书：How are you doing today? 同时在How are you ?的后面写： How are you doing?引导学生作答后，教师板书：Just fine 并带读。教师再向几名学生体温：How are you doing? 引导学生用 Just fine作答。教师板书everybody并带读。教师问一名学生How’s everybody doing?引导学生作答，必要时作讲解。 (3)教师放read and write部分的录音，学生跟读。 (4)完成finish the sentences的活动。
(5)做“拼图”游戏：师生一起准备几张人物动作图片，剪成拼图，然后打断小图的顺序，再一起完成拼图并用语言表述：What is he/ she doing ? He/ She’s „„教师示范几次后，让学生以小组为单位活动。
(6)教师指导学生书写四会句子，看谁写得又快又好。 Group work 学生六人一组，开展活动，教师先示范。 Let’s check
教师放录音，学生完成听力练习。
第五篇：人教版八年级英语下册unit4第一课时教案
Unit 4 Why don’t you talk to your parents?
Section A 1 (1a-2d)
一、教学目标： 1. 语言知识目标：
(1) 能掌握以下单词：allow, wrong, guess, deal, work out
能掌握以下句型： —What’s wrong?
—I’m really tried because I studied until midnight last night.
You could give him a ticket to a ball game. I think you should ask your parents for some money. Why don’t you talk to him about it? (2) 能了解以下语法：
①能够运用所学知识谈论问题和困难、提出建议并做出选择;
②能根据对方所提出的问题，给出一些合理的建议。
2. 情感态度价值观目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
二、教学重难点
1. 教学重点：(1) Talk about the problems.
(2) Learn the new language points.
2. 教学难点：能根据对方所提出的问题，给出一些合理的建议。学会表达建议的一些方式。
三、教学过程 Step 1 Warming up 1. 导入学生们平时在学校和生活中存在的问题。
T: What’s the matter/ what’s wrong?
S: He has too much homework to do.
T: Does he like to do it?
S1：No, he doesn’t. Because he doesn’t have any free time to do things he likes.
… Step 2 Talking Look at these problems. Do you think they are serious or not? Students discuss with their partners and give some advice. 1. I have to study too much so I don’t get enough sleep.
2. I have too much homework so I don’t have any free time to do things I like.
3. My parents don’t allow me to hang out with my friends. 4. I have too many after-school classes.
5. I got into a fight with my best friend. Step 3 Listening
1. T: Tell students to read the sentences in 1a again. Make sure they know the meaning of the sentences.
2. Play the recording for the students to listen and circle the problems you hear in 1a. 3. Play the recording again. Check the answers with the Ss. Step 4 Pair work 1. Let students read the conversation in the box.
2. Use the information in 1a to make other conversations. 3. Let some pairs act out their conversations.
e.g. A: What’s wrong?
B: I’m really tied because I studied until midnight last night.
A: Why don’t you go to sleep earlier this evening?
Step 5 Listening
Work on 2a:
T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should.
1. Let students read the sentences in 2a.
2. Play the recording for the students to listen and write the words in the blank.
3. Play the recording again to check the answers.
Work on 2b:
1. Let students read the sentences below. Explain some main sentences for the Ss. Make sure they know the meaning of each sentence.
2. Play the recording for the students to write the letters (a-e) next to the advice in 2a.
3. Play the recording again to check the answers. Answers: 1. d 2. e 3. a 4. c 5. b Step 6 Pair work
1. Tell students to make a conversation using the information in 2a and 2b.
2. Let one pair to read out their conversation first.
3. e.g. A: What’s the matter, Peter?
B: I had a fight with my best friend. What should I do?
A: Well, you should call him so that you can say you’re sorry.
B: But I don’t want to talk about it on the phone.
4. Students act the conversation in pairs. Ask some pairs to act out their conversations.
Step 7 Role-play
1. Students read the conversations and try to understand the meaning. 2. Read the conversation after the teacher.
3. Practice the conversation with their partner. Then let some pairs to act out the conversation. Step 8 Conclusion Make a conclusion about how to talk about problems and how to give advice.