Unit 8Section B2导学案

Section B第4课时（2a~2e）前事不忘，后事之师。

《战国策·赵策》原创不容易，【关注】店铺，不迷路！类别学习重点重点单词forever,abroad,fan,soutodern,success,belong,laughter,beauty,record 重点短语eversince,belongto重点句式1.Sosteverytily.2.Eversincetericancountrymusic.3.Saratogothereoneday.课前预习写一写1.永远forever2.到/在国外abroad3.迷；狂热爱好者fan4.南方的soutodern6.成功success7.属于；归属belong8.笑；笑声laughter9.美；美丽beauty10.唱片；记录record译一译 1.自从eversince2.属于belongto背一背1.她以前几乎每件事都要与家人争吵。

Sheusedtofightoveralmosteverytily.2.从那以后她就成了一个美国乡村音乐迷。

Eversincetericancountrymusic.3.莎拉还没有去过纳什维尔，但将来去那儿是她的梦想。

Saratogothereoneday.新课导入Teacusic?Wusicdoyoulike?Andwetusicverymucusiccusicisandhowitchangedherlife?Let’slearnthepassagetogether.新课展示新课展示【完成教材2a~2b的教学任务】1.小组内互相交流2a中的问题，然后请几位学生向全班同学介绍自己最喜欢的歌手或与之相关的情况。

2.快速阅读2b短文，了解短文大意，完成关于乡村音乐的情况介绍，完成后请学生展示答案，教师点拨。

3.再次阅读2b短文，找出难以理解的语言点。

4.小组合作解决遇到的疑难问题。

5.教师点拨短文中出现的重点和难点。

Unit 8 Section B 教学参考New language·fix up, take after, run out of, give away, advertisements1a This activity introduces new target language.·Read the instructions to the class.·Point to the two lists of sentences. Read each sentence and ask students to repeat it.·Say the number in front of each numbered sentence and ask different students to tell you the phrasal verb in the sentence. For example, when you say Sentence 1, the student responds, run out of. Write these new phrasal verbs on the board.·Then say the letter in front of each lettered sentence and ask different student to explain what the sentence means in their own words. For example, when you say Sentence a, the student might respond, My bicycle was broken. I couldn't ride it. I got new tires and a new seat. Now it works fine. You may need to give some of these sentences instead of having students give the sentences.·Read the instructions again and ask students to write the letter of one sentence in front of the number of the matching sentence. Point out the sample answer.·Check the answers. Ask different students to read their matching sentences.Answers1．b 2．c 3．a 4．D1b This activity provides reading, writing, speaking and listening practice using the target language.·Call attention to the chart. Read the questions to the class or have a student read them. Make sure the students understand the phrase take after meaning to have the same characteristics as a relative or other influential person.·Read the instructions to the class. Elicit a few answers from the class. Try to find people who do or don't give away money. Ask for their reasons.·Say, Now work in pairs to complete the task.·Ask students to do the task in pairs.·Check the answers. Take a class vote and hear reasons for different opinions.2a This activity provides listening practice using the target language.·Read the instructions and point to the four pictures. Checkhow well students understand what is happening in each picture by asking students to explain each one in their own words.·Then point to the blank line next to each picture . Say, You will hear a radio program. A man is interviewing a boy. Write a number from 1 through 4 next to each picture to show which thing they talk about first, second, third, and fourth.·Point out the sample answer.·Play the recording. Students only listen the first time.·Play the recording again. Ask students to number the pictures.·Check the answers.AnswersThe pictures should be numbered in the following order: a. 4 b. 2 c. 1 d. 3TapescriptMan: This morning I'm talking with a very generous young man, Jimmy the Bike Boy. Jimmy is the boy who fixes up old bikes and gives them away. Good morning, Jimmy.Boy: Good morning.Man: So, Jimmy, tell our listeners what you do.Boy:Well, as you just said, I find or buy old bikes that nobody wants. Then I fit up the bikes and give them away to kids who don't have enough money to buy their own bikes.Man: That's fantastic. What gave you the idea?Boy:I guess I take after my father. He's always helping people.Man: Wow! Your parents must be proud of you.Boy:I guess so. But now I've run out of money to buy old bikes.Man: Oh, that's too bad.Boy: Yeah. l need to come up with some way of getting money or I'll have to stop.2b This activity provides listening practice using the target language.·Read the instructions and point to the list of statements and true/false choices. Read the statements or ask different students to do it.·Say, You will hear the same recording again. Then read these statements and circle the correct answer to each question-T for true or F for false.·Play the recording again. Ask students to circle their answers.·Check the answers.Answers1．T 2．F3．F 4．T2c This activity provides guided oral practice using the target language.·Point to the example in the box. Ask two students to read it to the class.·Read the instructions. Say, Each pair of students can make a conversation using information from activities 2a and 2b.·Ask students to work in pairs. Move around the room checking the progress of the pairs and offering help as needed.·Ask one or two pairs to say their conversations to the class.3a This activity provides reading and writing practice using the target language.·Read the instructions to the class. Make sure students understand what a phrasal verb is by pointing out the first example, cheer up.·Ask a student to read the passage. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.·Ask students to complete the work on their own or in pairs.·Review the task.Answerscheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away3b This activity provides reading and writing practice using the target language.·Read the instructions to the class.·Ask for an example from the students. The first example is telling a radio interviewer.·Ask students to complete the work on their own or in pairs.·Review the task. Ask a few students to give their answers.AnswersPut up signs, called up friends, handed out advertisements, told teachers4This activity provides reading, writing, listening, and speaking practice using the target language.·Read the instructions to the class. Explain that each group will make its own list of possible places and volunteer activities. Then they will practice together what they will say before speaking to the whole class.·Give the groups about ten minutes to make their lists and practice their presentations.·Ask each group to come to the front of the room and make their presentation. Have the groups write notes on the board, if theywish.。

Uni..It must belong to Carla........Part One (Section A 1a ---- 2d)一、课前自学（3min）1.完成1a表格填写。

2.翻译完成下列短语。

属于可能是用完,用光在野餐中她最喜欢的作家这是谁的笔记本？它可能是Carla的。

二、探究、展示（25min）1.要求学生翻开课本P57, 迅速浏览所给的图片, 然后把图片中所给的物品填入到所给的栏目中。

2.检查答案, 先要求全班一起给出答案并检查讨论。

然后要求2-3名同学就图片中所给的物品, 使用“Whose volley is this?”句型, 给出各自的答案。

1b的听力任务。

4.要求学生听第二遍录音, 并逐句进行跟读。

5.完成教材1c的任务, 要求学生根据上面所给的图片, 使用1b表格中的信息编写对话进行练习, 然后要求2-3位学生上台表演。

6要求学生翻开课本P58。

要求学生听第一遍录音, 完成2a, 2b的听力任务。

7.要求学生听第二遍录音, 并逐句进行跟读。

8.大声朗读听力材料。

9要求学生模仿2c方框的对话, 利用2a, 2b提供的信息, 编造自己的对话, 然后演练。

10.2d的对话录音, 让学生跟读, 模仿并理解大意。

然后让学生分角色朗读并表演2d的对话。

三、点拨（7min）1.动词表推测时的用法区别:must, might, could, can’t, may2.课所涉及到的短语四、当堂训练(5min)汉译英, 每空一词。

1)这一定是王斌的, 上面有他的名字。

It Wang Bin’s.It has his name on it.2)这个篮球是属于鲍勃的。

The basketball3)你听古典音乐吗？Do you listen to4)这是谁的自行车？is this?( )1 —Let’s go to the market by taxi. —We___ take a taxi. It is not too far from here.. A.can’t . B.needn’t ..C.couldn’t . D.mustn’t( )2 “May I try on the jeans?”“Yes, you_____”A. should .B.can .C.must .D.need( )3 When traffic lights are red, we ___stop and wait.A. may ..B. can .C.must .D.mightPart Two (Section A 3a—3c)一、课前自学（3min）翻译完成下列短语。

鲁教版英语教材Go for it!（五四制）(2013 版)八年级下册Unit 8 section B Beauty in Common Things.（阅读课）教学设计壱、教学目标1）通过Scanning 活动，初步了解文章的篇章结构：总-分结构。

在阅读的过程中能够强化总结文章结构的能力和提取有用信息的能力，以便更好的理解文本，把握文本。

2）通过careful-reading 活动，掌握文本中与传统民间艺术这一话题相关的词汇，进一步巩固目标语言---被动语态,学习阅读的相关技巧，提高阅读能力。

3）通过after-reading 活动，能够围绕本文的语篇结构和思维导图对整个语篇进行口头语言输出。

掌握介绍“身边的传统民间艺术”的要素及篇章结构。

4）通过本节课学习，了解普通事物纸张，竹子和粘土升华为民间艺术的缘由、过程及涵义，了解感受中国传统民间艺术之美，培养在学习和生活中善于发现生活中易被忽略的美丽的习惯，增强热爱中国传统民间艺术的情感，树立民族自豪感！三、教学重难点：掌握多种阅读策略，强化总结文章结构的能力和提取有用信息的能力，以便更好的理解文本，把握文本。

四、教学评价：1.小组评价：把全班同学分成6 人一小组，在每一环节之后进行形成性小组竞赛评价，以此激励学生学习兴趣和自主学习能力发展。

2.自主评价：每位学生根据自己在课堂各个环节中表现，对自己进行自我评价。

评价标准：1.课堂活动中积极参与，与小组成员团结协作，效果好。

32.能较好的参与课堂活动，团结合作，效果还好，23.遵守课堂纪律，与小组同学相互配合，14.不能做到以上三点，-1五、教学过程：Step I Leading-in & Pre-reading1.Warming-up：Free talk（设计意图：通过课前交流及自我介绍拉近师生关系，让学生全身动起来，放松学生心情，话题讨论中的“Chinese culture”，为下文中的中国传统民间艺术做铺垫。

Unit 8 Is there a post office near here?Section B ( 1a—1d)【学习目标】1.掌握下列单词: along, go along, turnleft, turn right, crossing2.掌握there be句型在问路中的使用，学会问路指路的表达方式。

【学习重难点】1.如何表达出某地的具体位置2.学会问路和指路的表达方式。

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~★课前预习★~~~~~~~~~~~~~~~~~~~~~~~~~~~~~【预习导学】一、预习新单词1.沿着______2. 向右边，右边__________3. 左边，向左边________4.十字路口________二、翻译下列短语：1）向右拐______________ 2）On the right__________________3）next to________________ 4）沿着…走____________________5）turn left________________ 6）go along Bridge Street_______________7）向右转__________________ 8)在你的左边_____________________9）在第一个十字路口_________________10) 在….对面___________________答案：一 1. along 2. right 3. left 4. crossing二1. turn right 2. 在右边 3. 挨着 4. go along 5. 向左拐6.沿着大桥街走7. turn right8. on your left9. at the first crossing10.be across from~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~★课堂探究★~~~~~~~~~~~~~~~~~~~~~~~~~~~~~1. turn right/left 意为“向右/左拐”；在这里right和left都是副词，意为“向右；向左”。

导学案教师: 学生: 年级：日期: 星期: 时段:课题第Unit8 It must belong to Carla考点分析：unit8核心语法之情态动词表示推测的用法学习目标与考点分析情态动词表推测的用法；表达某人的想法与观点学习重点学习方法学习内容与过程课文解读Section BStonehenge ---- Can Anyone Explain Why It Is There?Stonehenge, a rock circle, is not only one of Britain’s most famous historical places but also one of its greatest mysteries. Every year it receives more than 750,000 visitors. People like to go to this place especially in June as they want to see the sun rising on the longest day of the year.For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods. However, historian Paul Stoker thinks this can’t be true because Stonehenge was built so many centuries ago. “The leaders arrived in England much later,” he points out.Another popular idea is that Stonehenge might be a kind of calendar. The large stones were put together in a certain way. On midsummer’s morning, the sun shines directly into the center of the stones. Other people believe the stones have a medical purpose. They think the stones can prevent illness and keep people healthy. “As you walk there, you can feel the energy from your feet moving up your body,” said one visitor. No one is sure what Stonehenge was used for, but most agree that the position of the stones must be for a special purpose. Some think it might be a burial place, or a place to honor ancestors. Others think it was built to celebrate a victory over an enemy.Stonehenge was built slowly over a long period of time. Most historians believe it must be almost 5,000 years old. One of the greatest mysteries is how it was built because the stones are so big and heavy. In2001, a group of English volunteers tried to build another Stonehenge, but th ey couldn’t. “We don’t really know who built Stonehenge,” says Paul Stoker. “And perhaps we might never know, but we do know they must have been hardworking ---- and great planners!”要点详解1.Why do you think the man is running?本句由“疑问词+do you think+其他”构成的特殊疑问句。