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Unit 4Why don't you talk to your parents?第一课时Section A (1a-2d)1.重点单词：allow，wrong，guess，deal2．重点短语：write him a letter，talk about，look through，work out3．重点句式：Why don't you talk to your parents?My parents don't allow me to hang out with my friends.I got into a fight with my best friend.What's wrong?I don't want to surprise him.I don't want to talk about it on the phone.I had a fight with my best friend.You should call him so that you can say you are sorry.I found my sister looking through my things.But why don't you forget about it so that you can be friends again?Although she is wrong，it's not a big deal.Hope things work out.1．重点短语和句型2．用Why don't you...？向他人提出建议1．重点短语和句型2．用Why don't you...？向他人提出建议一、预习课本P25-26新单词并背诵，完成下面的汉译英。
1．允许____________ 2.错误的____________3．猜测____________ 4.协议____________二、认真预习1a-2d找出下列短语和句型。
牛津译林版八年级下册英语Unit 4说课稿一. 教材分析《牛津译林版八年级下册英语Unit 4》的主题是关于日常生活中的不同职业和人物。
通过本单元的学习，学生可以掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求，提高他们的语言运用能力和跨文化交际意识。
本单元的主要内容包括职业介绍、人物描述、情景交际等。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对日常生活话题感兴趣，善于观察和描述周围的人和事。
但部分学生可能在语言表达和思维逻辑方面存在一定困难，需要教师在教学过程中给予关注和引导。
三. 说教学目标1.知识目标：学生能掌握与职业相关的词汇和表达方式，了解不同职业的特点和需求。
2.能力目标：学生能运用所学知识进行日常交流，提高他们的语言运用能力。
3.情感目标：培养学生对不同职业的尊重和理解，提高他们的跨文化交际意识。
四. 说教学重难点1.重点：职业相关词汇和表达方式的掌握，不同职业特点和需求的理解。
2.难点：情景交际的运用，语言表达的准确性和流畅性。
五. 说教学方法与手段1.任务型教学法：通过设定各种职业相关的任务，让学生在完成任务的过程中学习和运用语言。
2.情境教学法：创设真实的职业情境，引导学生进行角色扮演和交流。
3.合作学习法：鼓励学生分组讨论和合作完成任务，提高他们的团队协作能力。
4.多媒体教学手段：利用课件、视频等资源，丰富教学内容，激发学生的学习兴趣。
六. 说教学过程1.导入：以一段关于不同职业的视频导入新课，激发学生的兴趣。
2.职业介绍：学生分组介绍自己选择的职业，包括职业特点、工作内容等。
3.人物描述：学生根据提供的职业信息，描述一个与之相关的人物。
4.情景交际：创设职业情境，学生进行角色扮演，运用所学知识进行交流。
5.课堂讨论：引导学生讨论不同职业的需求和特点，提高他们的思维逻辑能力。
6.总结与反思：学生总结本节课所学内容，反思自己在学习过程中的优点和不足。
新目标英语八年级下unit4 Reading教学设计及课后总结反思1．教学背景分析【教学内容分析】Do you remember what you were doing?是义务教育课程改革实验教材新目标八下第四单元reading，学习掌握过去进行时与when/while引导的时间状语从句连用这一语法现象。
第一课时主要是通过阅读来了解故事的第一部分，通过听力来获取信息，了解故事的结尾。
在读、听故事的过程中学习词汇；在理解故事的基础上，掌握词汇并提炼出语法现象，总结出语法结构，进而在真实的语言环境中自然地运用所学新知，进行真实交际。
【学生情况分析】学生刚刚学过用过去进行时的简单句描述过去某一时刻正在进行的事情，本课又以故事为载体，呈现并学习过去进行时与when/while引导的时间状语从句连用这一语法结构，将知识扩展。
教师要紧紧抓住学生的年龄特征和喜爱读故事这一特点，利用图片，将故事情节形象化、生动化，使学生在读故事中自然地接触语言现象，进行新知识的输入，并且帮助他们有效地内化语言。
根据初二学生的认知特点，将学生熟悉的教室和办公室的片断录像在课堂上播放，为学生提供使用语言的情景，激发他们的表达欲望，以达到最佳的教学效果。
2．教学设计理念根据新课程理念，只有树立以学生发展为本的思想，全方位、多角度地设计阅读教学过程，调动学生参与阅读教学的积极性，英语阅读课教学才能焕发生命的活力。
本课以学生感兴趣的故事为主要内容，为了能充分发挥故事吸引力的作用，我精心设计了导入，利用课本中的图片资源，既学习了词汇，为下一步的阅读故事扫清了障碍，又达到了介绍故事背景的目的，调动了学生读故事的欲望，从而积极主动地参与到阅读学习中来。
根据由易到难的认知规律和第二语言学习的渐进性规律，本节课课堂教学设计由易到难，由浅入深，教学呈阶梯式层层推进，逐步加深学生对故事的第一部分的理解。
在此基础上，引导学生以听力的方式弄清故事的结尾。
教材分析1.教学内容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，扶危济困这一中心话题，本文篇幅长，生词多，读前、读中、读后的任务多。
鉴于学生的实际情况及教材的特点，考虑到学生对长篇阅读的畏难情绪以及他们在课堂上可能出现的一些反应，我大胆构思了整个教学过程，构建“以生为本”的互动式阅读课堂，想办法尽可能降低文章难度，将难点分散，并根据需要整合了运用多种教学方法，让学生在互动中享受阅读。
2.教学目标A. Knowledge objectives:To master the words and expressions.To get familiar with the topic and use the sentences about helping others.To use “Direct Speech and Reported Speech”.B. Ability objectives:To find out the information and get the general idea of the text.To infer the meaning of the word they don’t know from the context.C. Affective objectives:Students are to realize the importance of helping others and they are encouraged to help others.By understanding the life in rural areas, students are to realize how happy they are.3.教学策略：（1）兴趣激发策略。
Unit4 Why don’t you talk to your parents一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：copy, return2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）对询问困难及提出的建议的句型，掌握其规则。
4) 通过不同方式的练习，来熟练运用询问及提建议的表达方式。
2. 情感态度价值观目标：让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。
二、教学重难点言1. 教学重点：1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 熟练掌握和运用询问困难和提建议的表达方式。
2. 教学难点：1) 总结询问问题和提出建议的句型，掌握规则。
2) 练习运用所学的句型。
三、教学过程Step 1 Warming- up and revision1. Have a dictation of the new words learned in the last class.1.make sth. clear (同义词) ___________2.talk (同义词) _______________3.not allow (同义词) ______________4.worried (同义词) ______________5.get along with (同义词) ____________municate （名词）_____________7.old (比较级) _______________2. Check the homework.3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and____________ ____ his brother. He could ________ that he _________ him watching TVall the time, however, he should let him watch his _____________.Step 2 Grammar Focus.1. 学生阅读Grammar Focus中的句子，然后做填空练习。
Section A 单词allow v.允许；准许wrong adj.有毛病；错误的guess v.猜测；估计deal n.协议；交易relation n.关系；联系；交往communication n.交流；沟通argue v.争吵；争论cloud n.云；云朵elder n.年纪较长的instead adv.代替；反而；却whatever pron.任何；每一nervous adj.焦虑的；担忧的offer v.主动提出；自愿给予proper adj.正确的；恰当的secondly adv.第二；其次communicate v.交流；沟通explain v.解释；说明clear adj.清楚易懂的；晴朗的copy v.抄袭；模仿；复制；复印return v.归还；回来；返回anymore adv.（常用于否定句和疑问句句末）再也（不）；（不）再短语look through快速查看；浏览big deal重要的事work out成功地发展；解决get on with和睦相处；关系良好句型1.Many of them are learning exam skills so that they can get into a good high school and later a good university.他们中很多人正在学习应试技巧以便能考入一所好高中，进而升入一所好大学。
2.The Taylors are a typical American family.泰勒家就是一个典型的美国家庭。
3.And they are always comparing them with other children.而且她们总是将自己的孩子和别的孩子相比较。
语法although, so that及until引导的状语从句知识目标掌握课文中的重点词汇及相关短语，并灵活运用。
能力目标学会谈论问题和给出建议情感目标遇到问题要主动地去和家人、朋友或亲近的人交流；如果身边的人遇到问题，能主动提供帮助；要学会放松、缓解压力。
Unit4 He said I was hard—working (教学案)罗天净The first period教学内容：Section A 1a--- Grammar Focus1、教学目的和教学要求：Students learn to report what someone said.2、教学重点和难点：A. 词汇soap opera, surprise party, be mad at, on Friday night, a sur prise party, be mad at, not… anymore, bring …to , happen (on), Direct Speech, Indirect Speech.B. 语言1.What did she say? She said she was having a surprise party for Lana on Friday night.2.Did you ever watch soap opera?3.Ben told Lana that Marcia was going to have a surprise party for her.4.She said she was mad at Marcia.5.He told me he would call me tomorrow / the next day.6.She said she could speak three languages.7.What are some things happened on soap opera?前置学习：汉译英：1、曾经；永远__________2、为她开一个惊喜聚会__________________3、对……非常愤怒，恼火__________________4、在星期五晚上________________5、不再________________6、带一些书到她家____________________7、肥皂剧里的故事情节是什么？___________________________________________？8、你知道的肥皂剧有哪些？_____________________________________?新课检测直接引语与间接引语互换。
用she/he said 将直接引语改为间接引语。
（1---5）1. I am a clever girl .2. I am having lunch at school .3. I can dance well .4. I play football every day .5. I don’t like my younger brother .达标拓展1. I’m mad at Marcia.我生玛茜娅的气。
“mad”在此意为“生气的，愤怒的”，be mad at....意思是“生……的气”，“对……发怒”，相当于be angry with。
eg. The teacher was mad at the boy.The teacher was angry with the boy.be mad about意为“对……迷的发狂”eg. I am mad about collecting stamps.get mad意为“变疯，变的恼怒”eg. I got mad yesterday because of his lie.2. Lana said she would bring some drinks and snacks to your house.“bring....to...”表示“（从别处把某人或某物）带来”。
bring的反义词是take，表示把某人或某物“带走（到别处）”。
eg. Please bring the book to school tomorrow.Please take the empty cup away.3、Lana said she wasn’t mad at Marcia anymore.“not ……nay more”表示“不再”同义词是no more（一）、no longer与no more的意义区别1). no longer中的longer是副词long的比较级，long有after a certain point of time(在某一时刻以后)之意，着重表示时间的不再延续，意为“如今不再”。
no longer等于not... any longer。
2). no more中的more是many / much的比较级，more有again之意，着重表示数量或程度的减少，意为“再也没有更多(大)的数量(程度)”。
no more等于not... any more。
（二）、时态区别1）. no longer / not... any longer表示不再继续或再现过去某一时刻发生或存在而一直延续的动作/ 状态时，常用于过去时、现在时或将来时的句子中。
如：He was no longer a thief. 他不再是小偷了。
When there is no gravity, our feet no longer stay on the ground. 如果没有重力，我们的脚就不能再站稳在地面上。
2）. no more / not... any more表示再也不重复过去反复发生的动作时，常用于过去时或将来时的句子中。
如：Now she wasn't afraid any more. 现在她再也不害怕了。
（三）、位置区别当修饰动词时，no longer通常置于be或行为动词前；no more一般置于行为动词后。
not... any longer与not... any more常置于句末。
如：She could no longer find a way to get into the valley. 她再也找不到进山谷的路了。
Time or opportunity lost will return no more. 机不可失，时不再来。
（四）、修饰动词区别1）. no longer / not... any longer 习惯用来修饰表示状态的持续动词(如wait, live, work等)。
如：Don't wait any longer. 别再等了。
She could not keep up with him any longer.她不能再赶上他了。
2）. no more / not... any more通常用来修饰表示具体动作的瞬间动词(如go, stand, visit等)。
如：We couldn't stand it any more. 我们不能再忍受了。
（五）、作用区别两者都可用来修饰动词，在句中作状语。
当no more作“不再(有、存在)”解时，还可作定语和宾语。
如：Later when they are far away from the earth and there is no more gravity, they find they are unable to stay in one place. 过后，当他们远离地球，到了不再有地球引力的地方时，他们发现自己不可能停留在一个地方不动。
(作定语)I have no more to say. 我没有什么要说的了。
(作宾语)教学评价一、选择填空（注意形式）1. not …any more not …any longer(1) I’m full, I ______ eat ________.(2) He said he______ wait for me ________.2. on in at about with(1) They had a party _____ a cool summer evening.(2) He likes traveling _______ night.(3) Yesterday he said he would have a trip _____ a week.(4) Lucy got up ___ six _____ the morning yesterday.(5) They arrived ______ the morning of April 14.(6) We will have a meeting _____ Friday afternoon.(7) My mother was mad _______ me.(8) My teacher was angry ______ my mistakes.(9) I argued ______ my teacher _____ the key.(10) I agree ______ what you said ______ the meeting.(11) My brother is mad _____ football.二、直接引语与间接引语互换。
1. My teacher said, “The earth goes around the sun.”My teacher said _______ the earth _______ around the sun.2. He says to me, “You must get up early tomorrow.”He ______ me that ______ _____ get up early ______ _____ _______.3. They say, “They are listening to the radio in this room now.”They say they _____ listening to the radio in ______ room _______.4. My father sai d to me, “Don’t play in the street.”My father ______ me ______ ______ ______ in the street.5. “Do you have a book?” he asked.He asked me ________ ________ ________ a book.11. “You’d better take the number 104 bus to the hospital, Tim.” I said.I ________ Tim _______ ______ the number 104 bus to the hospital.12. “What fine weather today.” she said.She said ______ ______ fine weather ______ ______.13. The girl said to me, “I will come here this evening.”The girl ______ me _____ _____ ______ come _____ _____ evening.14. Tom told us not to read in bed.Tom ______ ______ us, “______ _______ in bed.”15. Mike asked me if I’d go with him to see his teacher the following day.Mike _______ ______ me, “ _______ ________ go with _______ to see ________ teacher _________?”三、同义句。
