初二英語下

Unit8

教案

2科目英語年級初二班級時間課題Unit

8Why

don’t

you

get

hera

scarf?Period2教學(xué)目標1.Knowledge

Objects

(1)Key

vocabulary:

scarf;

personal;

photo

album

(2)Key

structures

(3)Listening

practice2.Ability

Objects

To

train

students’listening

skill

andcommunicativecompetence3.Sensibility

andValue

To

be

able

to

helpeach

otherin

communication.教︵材分析︶1.Teaching

Key

Points

Vocabulary

and

structures.2.Teaching

Difficulties

Pairwork.

Grammar

focus.板書Unit

8Why

don’t

you

get

her

a

scarf?That’s

expensive.That’s

very

expensive.That’s

too

expensive.設(shè)計It’s

too

small.

It’s

not

big

enough.示意框圖時序教學(xué)操作過程設(shè)計（重點寫怎么教及學(xué)法指導(dǎo)，含課練、作業(yè)安排）Step

Ⅰ

Greet

the

class

as

usual

andcheck

thehomework.Ask

a

pair

of

students

to

say

their

conversation.S1:What

should

I

get

my

mom

for

her

birthday?S2:How

about

acamera?S1:No,that’s

too

expensive.T:

Excellent.

Thank

you.Step

Ⅱ

Show

the

new

words

on

thescreen.

Read

the

new

words

to

theclass

and

ask

them

torepeat.

Make

sure

every

student

can

understand

the

meanings

of

thenew

words.Why

don’t

you...?(表示建議)你為什么不……呢？Step

Ⅲ

2aThis

activity

provides

listening

practiceusing

the

target

language.

Go

through

the

instructions

with

the

class.

Say,

You

will

hear

three

conversations.

Aftereach

conversation,

put

a

check

after

thename

of

theperson

who

is

going

to

receivethe

gift.

Look

at

the

chart

and

point

out

the

sample

answer.

Say,

In

Conversation

1,the

person

isshopping

for

afriend.Play

the

recording

the

first

time.

Students

only

listen.

Play

the

recording

a

second

time.

Thistime

ask

students

to

makecheck-marks

in

thechart.Check

the

answers.AnswersConversation

1:friendConversation

2:teacherConversation

3:sisterStep

Ⅳ

2bThis

activity

provides

listening

and

writing

practiceusing

thetarget

language.Look

at

the

Suggestions

and

Comments.

Ask

a

few

students

to

read

them

to

the

class.Review

the

meanings

of

any

terms

students

arenot

sureof.

Ask

students

to

look

at

thechart

listing

the

three

conversations

across

thetop.

Then

say,

Youwill

hear

the

threeconversations

again.

This

time

you

will

write

thesuggestions

and

commentsin

the

chart

under

the

words

Conversation

1,Conversation

2

and

Conversation

3.Play

the

recording

and

say,

Listen

carefully,

then

fill

in

the

suggestions

and

comments

onthis

chart.Correct

theanswers.AnswersConversation

1:a

CD,

not

special

enough,

flowers,

goodideaConversation

2:a

scarf,

too

personal,

a

calendar,

sounds

goodConversation

3:a

soccerball,

not

creative

enough,

a

photo

album,

she’ll

likethatStep

Ⅴ

2c

PairworkThis

activity

provides

guided

oral

practiceusing

the

target

language.In

this

activity

first

ask

two

students

to

read

theexample

in

thesample

dialogue.A:

It’s

my

sister’s

birthday

soon.

What

shouldI

get

her?B:

How

about

a

sweater?A:

No,

that’s

not

interesting

enough.

Then

point

to

the

possible

gifts

and

comments

in

Activities

2a

and

2b.Say,Please

work

withyour

partner.

Talk

about

someone

who

is

having

a

birthday

soon.

Talk

about

what

gifts

youshould

or

shouldn’t

get

this

person.Give

students

a

few

minutes

to

work

in

pairs.

When

they

work,

move

around

the

roomchecking

the

progress.At

theend

ask

several

pairs

of

students

to

say

their

conversations

to

the

class.Step

Ⅵ

Grammar

focusReview

the

grammar

box

first.

Divided

the

class

into

two

groups.

One

group

read

thestatements

and

the

other

the

responses.Write

these

sentences

on

the

board,

one

below

the

other:

That’s

expensive.

That’s

veryexpensive.

That’s

too

expensive.Discuss

the

differences

between

the

three

sentences.

The

first

sentence

says

an

item

isn’tcheap.

The

second

sentence

says

the

item

costs

a

lot

of

money.

Help

students

understand

thatthe

third

sentence

says

that

the

items

costs

so

much

money

that

you

can’t

buy

it,

or

the

itemcosts

so

much

money

that

it

is

not

an

appropriate

gift

for

that

person.

It

may

not

be

a

good

ideato

give

a

very

expensive

gift

to

some

one

you

don’t

know

very

well,

for

example.

Repeat

thediscussion

with

sentences

such

as:

It’s

too

small.

It’s

not

big

enough.

In

this

case,

the

sentencesmean

exactly

thesame

thing.Step

Ⅶ

Optional

activityPlay

an

opposites

game

with

the

class.

You

make

a

gift

suggestion

using

too

and

call

on

astudent

to

make

the

samesuggestion

using

the

words

not...enough.

For

example,

you

say

That’stoo

expensive

and

the

student

responds,

That’s

not

cheap

enough.

Also

make

some

s