初二英语下Unit8教案1
科目
英语
年级
初二
班级

时间

课题 Unit 8 Why don’t you get her a scarf? Period 1
教
学
目
标
1.Knowledge Objects
(1)Key vocabulary：compare; gift; scarf; CD; bicycle; birthday
(2)Key structures
(3)Listening practice
2.Ability Object
To train students’ abilities of listening and speaking.
3.Sensibility and Value
To be interested in communicating in English.
教︵
材
分
析︶
1.Teaching Key Points
Key vocabulary.
Key structures.
Listening practice.
2.Teaching Difficulties
How to improve students’ listening ability.
Pairwork.

板书
设计
示意
框图


Unit 8 Why don’t you get her a scarf?

A: What should I get my mom for her birthday?
B: How about a scarf?
A: No,that’s too boring.

时序
教学操作过程设计（重点写怎么教及学法指导，含课练、作业安排）

Step Ⅰ Greet the class as usual and check the homework.
Step Ⅱ
Show some words in this period on the screen.See if the students can read them.Then read them to students and ask students to repeat.
compare v.比较；相比
gift n.礼物
scarf n.围巾
CD n.激光唱片
bicycle n.自行车
birthday n.生日


Step Ⅲ Section A
Display two T-shirts: an extra-large T-shirt of one color (red) and a very small baby’s T-shirt of another color(blue).Hold up the two T-shirts and help students learn to talk about why they are not the right size for a student in the class to wear.
T:(holding up the extra-large T-shirt)
Is this a good T-shirt for me?
S1:No.
T: Why not?
S2:It’s big.
T: That’s correct. It’s too big for me to wear.(holding up the T-shirt)I can’t wear it.It’s too big. Class repeat.
Ss: It’s too big.
T:(holding up the very small T-shirt)
Is this a good T-shirt for me?
S1:No.
T: Why not?
S2:It’s small.
T: That’s correct. It’s too small for me to wear.(holding up the T-shirt)I can’t wear it. It’s too small. Class repeat.
Ss: It’s too small.
Repeat the practice using other pieces of clothing that will show too big and too small.
Step Ⅳ 1a
This activity introduces key vocabulary.
Go through the instructions with the class.
Get a student to read the list of gifts and let students repeat. Then circle any words they don’t understand. Ask students which words they circled. Explain the words by simple drawings or using the words in other sentences. For example, point to a dictionary in the classroom and draw a picture of a bicycle.
Look at the first two column heads. Use examples of very cheap gifts (a pencil, a candy bar) and very expensive gifts (a new car ,a TV set) to review the meanings of these two terms.
Look at the last two column heads. Say, The two words interesting and boring are opposites. Ask students to give example of activities or TV shows that are interesting and boring.
Have students write the name of each gift under one or more of the columns. Then ask, What are some other gifts you can think of? Add them to the chart.
Discuss the answers.
Answers will vary.
Step Ⅴ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Look at the picture and the gifts in the second boy’s thought bubbles. Say, Please tell me the name of each gift.(scarf, dictionary, camera and tennis balls)
Point to the conversation in the picture and ask a pair of students to read it.
A: What should I get my mom for her birthday?
B: How about a scarf?
A: No, that’s too boring.
Ask questions to check that students understand the conversation. For example, Is he buying a gift for his mother? Is the scarf an interesting gift?
Go through the instructions with the class. Say, You will hear two boy
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