人教版八年级英语下册Unit6 教学设计 Section B 3课时
Unit6An old man tried to move the mountains.Section BStep 1ReviewLet some students talk about the Monkey King.Step 2Warming-up1.Show one picture of the story The Emperor’s New Clothes.2.Ask some questions about it.e.g.T: Look at the picture. Do you know this story? What’s the name of this story?S1: The Emperor’s New Clothes.T: Can you tell the story briefly?S2: Yes, I can. Once upon a time, an emperor loved new clothes very much. One day, two brothers came to the city and wanted to make special clothes for the emperor. They asked for much gold and silk, but they kept them for themselves. They pretended to work for a long time every day. At last, the special clothes were OK. But nobody could see it. The brothers said only clever people could see the clothes. So no one told the truth until one young boy shouted that the emperor wore nothing. Step 3Presentation1.Present the new words on the big screen and learn them together.2.Let the students read silk, emperor, underwear, gold, stupid, cheat and try to remember the new words.Step 4MatchingWork on 1a:1.Ask one student to read the words in 1a. Tell the students to match the words with the letters in the pictures in 1c.2.Let some students show their answers. Then check the answers together.3.Try to remember the new words.Step 5ListeningWork on 1b:1.Tell the students to look at the pictures in 1c.2.Play the recording. The students just listen for the first time. Then play the recording again and ask the students to number the pictures.3.Check the answers.Work on 1c:1.Let the students read the sentences in 1c first. Tell them to listen to the recording and fill in the blanks with the right words.2.Play the recording again for the students to listen and check their answers.3.Check the answers with the class.Step 6ExercisesListen and try to answer the questions.1.What’s the name of the story?2.Is it a traditional Chinese story?3.What was the emperor’s hobby?4.Why were the new clothes special?5.How do we know that the two brothers were really trying to cheat the emperor?6.Why did everyone say that the new clothes were really nice?7.Who said that the emperor wasn’t wearing any clothes?[答案]1.It’s The Emperor’s New Clothes.2.No, it isn’t. It’s from Europe.3.He liked clothes. He loved buying and looking at his beautiful clothes.4.Because people couldn’t see the new clothes unless they were clever.5.They kept all the gold and silk for themselves.6.Because they didn’t want to sound stupid.7.A young boy.Step 7Telling the story1.Work in groups. Tell the story of The Emperor’s New Clothes. Use the information in 1c.2.Let some groups tell the story to the class.Step 8Language points (详见云资源)nobody; stupid…Unit6An old man tried to move the mountains.Section BStep 1Presentation1.Present the new words on the big screen and learn them together.stepmother, wife, husband, whole, scene, shine, bright, ground, lead, brave, voice2.Let the students read and try to remember the new words.Step 2Talking1.Show some fairy tales,such as Sleeping Beauty, Cinderella and Little Red Riding Hood. Tell the students a fairy tale is an old, traditional story. Ask them if they know what these fairy stories are about.2.Let them discuss these fairy tales with their partners.3.Ask some students to say what they know about the fairy stories.e.g.Sleeping Beauty:A lovely princess had to sleep for a hundred years because of an evil magic. One hundred years later, a young prince came and saved the princess. They got married and had a happy life.Step 3ReadingBefore Reading:Ask students to look through the passage and decide what kind of text it is. Is it a letter, a play, a short story or something else?Students may find out that it’s a play.Fast Reading:1.Ask the students to read the questions below and make sure they know the meanings of them.Then let them read the passage quickly and find the answers to the questions.(1)How many people are there in the story?(2)Is Hansel a clever boy?2.Students read the story quickly and try to find the answers to the two questions.3.Check the answers with the class.Careful Reading:1.Ask the students to read the play carefully and try to match each description in 2c with the correct scene.2.Students read the play carefully and try to match them.3.Check the answers with the class.After reading:Work on 2d:1.Have the students read the play again and try to find the answers to the questions.2.Let some students read their answers and correct their mistakes.3.Have the students check their answers with their partners.[答案]1.Because the weather was so dry that no food would grow. If they didn’t left the children to die in the forest, the whole family would die.2.He gets some stones.3.Because they’ll be able to see the stones in the bright moonlight.4.Hansel drops white stones along the way. When the moon is shining bright, they are able to see the stones and find their way home.5.Because they can’t see any bread on the ground. Maybe the birds ate them.Step 4Language points (详见云资源)lead; voice; be made of; brave eno ugh…。
人教版八年级英语下册：Unit6Anoldmantriedtomovethemountains.教案
人教版八年级英语下册Unit 6 An old man tried to move the mountains.Language Goals【语言目标】Learn to tell a story.Knowledge Goals【知识目标】Key Words:shoot,god,silly,monkey,magic,stick,hide,tail,Western,weak,fit,couple,smile,gold,silk,stupid,cheat, wife,husband,whole,stone,shine,bright,ground,lead,voice,inside,braveKey Phrases:once upon a time,remind sb.of sth.,a bit, instead of,give birth,turn into,get married,be born,as soon asKey Sentences:1.Where would they put all the earth and stone from the mountains?2.What do you think about the story of Yu Gong?3.The story is trying to show us that anything is possible if you work hard!4.— How does the story start?— Once upon a time,there was a very old man.5.— What happened next?— As soon as the man finished talking,Yu Gong said his family could continue to move themountains after he died.6.— Why can ’tthe Monkey King turn himself into a person?— He can’tturn himself into a person unless he can hide his tail.7.The wife told her husband that unless he left the children to die in the forest,the whole family would die.8.Key Grammar:Learn to tell a story.Ability Goals 【能力目标】1.Be able to tell a story to others.2.Enable students to act out some plays in groups.Moral Goals 【感情目标】1.Let the students know how to tell stories.2.Let the students know they must have perseverance and kindness in life.Teaching Time【课时】Five periodsPeriod 1Section A （ 1a-2d)Period 2Section A （ 3a-4c）Period 3Section B （ 1a-1d）Period 4Section B （ 2a-3b）Period 5Self Check本单元教材以“讨论故事情节”为中心话题，环绕着学生特别熟习的故事进行。
人教版英语八年级下册Unit6SectionB1a1e教学设计
1.作业的完成质量。要求学生认真对待每一项作业，确保书写规范，表达准确。
2.作业的提交时间。明确告知学生作业的截止日期，提醒他们合理安排时间，按时完成作业。
3.作业的反馈与评价。鼓励学生在完成作业后相互交流、互相评价，共同提高。同时，我会认真批改学生的作业，给予及时的反馈，帮助他们发现并改正错误。
（三）学生小组讨论
在学生小组讨论环节，我会将学生分成若干小组，每组四人。首先，我会给每个小组发放一张讨论话题表，上面列出了与本节课相关的日常习惯话题，如“What do you usually do after school?”等。
各小组成员针对话题表上的问题进行讨论，要求每位成员都要用英语表达自己的日常习惯，并尽量使用本节课学到的动词短语和频度副词。在讨论过程中，我会巡回指导，关注学生的表达，并及时给予反馈和鼓励。
4.观看一部英语动画短片，记录片中的动词短语和频度副词，并尝试在课后与同学进行角色扮演，运用这些词汇进行口语交流。这项作业旨在提高学生的听力理解和口语表达能力。
5.每位学生选择一个日常习惯，用英语录制一段介绍视频。在视频中，学生需要使用本节课学到的动词短语、频度副词和一般现在时，向他人分享自己的习惯。这项作业有助于提高学生的自信心和口语表达能力。
-设想：在小组活动中，教师巡回指导，对学生的表达进行即时反馈，指导学生改正错误。
5.作业设计：布置与课堂内容相关的作业，让学生在家中也能继续练习。
-设想：设计一份“我的家庭习惯”调查表，让学生采访家人，记录并使用英语描述家人的日常习惯。
四、教学内容与过程
（一）导入新课
在导入新课的环节，我将利用学生的好奇心和生活经验，激发他们对本节课的兴趣。首先，我会以一个简单的提问开始：“Do you help your parents with housework at home?”通过这个问题，让学生思考并分享自己的日常习惯。接着，我会展示一些与家务相关的图片，如打扫房间、倒垃圾等，并让学生尝试用英语说出这些家务名称，从而自然引出本节课的主题——描述日常习惯。
八年级英语下册(人教版)Unit9第6课时SectionB(3aSC)优秀教学案例
一、案例背景
在我国教育体系中，英语学科教学一直以来都是培养学生们国际视野与跨文化交流能力的重要途径。八年级英语下册（人教版）Unit9“WHEN IS YOUR BIRTHDAY?”这个单元，旨在帮助学生掌握关于日期、月份以及庆祝生日的相关表达。在第6课时SectionB(3a-SC)的教学中，我们将进一步巩固学生对英语时间表达的理解，以及运用所学知识进行日常交流。本案例以人教版教材为基础，结合实际教学情况，通过情境创设、任务驱动等教学策略，激发学生的学习兴趣，提高他们的英语综合运用能力。在这个过程中，注重培养学生的听说读写技能，使其在轻松愉快的氛围中吸收知识，达到学以致用的目的。
（二）讲授新知
1.词汇与表达：首先，我会教授本节课的重点词汇和表达，如：date, month, birthday, celebrate, present等。通过图片、实物展示等方式，让学生在直观的情境中理解和记忆这些词汇。
2.句型与语法：接着，我会讲解一般现在时态的用法，并结合生日派对的场景，教授如何用一般现在时描述日常活动和习惯。例如，教授句型：“I usually have a birthday party with my friends on my birthday.”。
（二）问题导向
以问题为导向的教学策略，能够激发学生的思维，引导他们主动探究知识。在本章节的教学中，我将设计一系列有关生日的问题，如：“How do you celebrate your birthday?”、“What is the most memorable birthday gift you have received?”等。通过这些问题，引导学生思考、讨论和分享，从而培养他们的英语思维能力和口语表达能力。
人教版英语八年级下册Unit 6 教学设计 Section B 《皇帝的新装》
人教版英语八年级下册Unit 6教学设计Section BThe Emperor’s New Clothes Lesson PlanLearning ObjectivesBy the end of this class, I will be able to:1.get the main idea of the story and put the key events of the story in the right order;2.through blank filling and graphic organizer, get the details of the story and then use the graphic organizer to do the retelling;3.explain the theme of the story by comparing the boy with the other person;4. write a simple play and perform it in groups.------------------------------------------------------------------------------------------------------- Task: Complete the graphic organizer of the story.Title: ____________________________________________________________Who?When? Where? What happened at the beginning?Sample answer for the graphic organizerWhen: not stated Where: in a kingdom with its name unspecifiedWho: an emperor, two brothers, a young boy, othersWhat happens at the beginning: There is an emperor who loved clothes.Event 1: Two brothers came to the city to make special clothes for the emperor. Event 2: Two brothers were trying to cheat the emperor. They asked silk and gold as much as they can but kept everything for themselves and told the emperorthat people couldn’t see the clothes unless they were clever.Event 3: When the emperor looked at himself in the mirror, her only saw his underwear.But he didn’t want people to think he was stupid, so he said his new clotheswere very beautiful.Event 4: The emperor walked through the city wearing his new clothes. Nobody wanted to sound stupid, so everyone said his new clothes were wonderful.Event 5: Suddenly, a young boy shouted, “Look! The emperor isn’t wearing any clothes!”What happens in the end: not stated (probably everybody laughed at the king) Messages: We should speak the truth when no one else will. Pride comes before a fall. The more pride you have, the more difficult it is to admit your mistake.Sample Play for the Emperor’s New ClothesCharacters: storyteller, emperor, dresser, two brothers (slick and slicker), small child.subject 1, 2, 3, 4Storyteller: Once upon a time, there was an emperor. He didn’t spend much time ruling his empire because he was too interested in how he looked and what clotheshe wore.Emperor: (looking in the mirror) I wonder what clothes I’ll wear today.Emperor: Dresser, next week is the annual royal parade. What shall I wear? Dresser: You have 10,438 outfits to choose from.Emperor: I need something new and different. I want to look fabulous. I want the whole empire to talk about me and my beautiful clothes. Find me the finest tailorsin the land at once.(Enter Slick and Slicker.)Slick: Do you hear that? We could make lots of money.Dresser: I found the best tailors, Your Excellence.Slick: I’m Slick.Slicker: I’m Slicker. At your service. (Both bow before the emperor.)Slick: Well, you must know our clothes are very special.Emperor: Special?Slicker: Oh yes, they are magic clothes.Emperor: Magic?Slicker: Why, have you not heard? only very clever people can see our clothes. Emperor: Make me a magic outfit at once.Slicker: Well, it is very expensive.Emperor: Money is no object. Here take this. (He throws a bag of money at them.) Now get to work at once. You have only a week left to make me the mostspectacular outfit for the royal parade.(Emperor and Dresser exit.)Storyteller: News quickly spread across the empire about the magic outfit. Everyone came the day of the parade to see this fantastic suit. On the day of theparade, the emperor entered the room for the first time.Slick: (Holds up the outfit.) Well, what do you think?Emperor: (Speaks to the audience.) I can’t see anything. I must be stupid, but I can’t let them now. I’ll pretend I can see it. (Turns to Slick and Slicker.) It is amazing,magnificent, fabulous.Storyteller: He admired himself one last time. The soldiers opened the palace doors. Emperor: Let the parade commence.Storyteller: The crowd gasped with excitement. They knew only clever people could see the clothes.Subject 1: You look so handsome.Subject 2: Such an amazing outfit.Subject 3: What magnificent tailoring.Emperor: The clothes I’m wearing must be beautiful.Small child: But the emperor has no clothes on.Subject 4: What did he say?Subject 1: He said the emperor has no clothes on.Subject 3: He is right, the emperor is naked.Subject 4: The emperor has no clothes on.Storyteller: Everyone started to whisper and the whispering turned into shouting. Everyone: The emperor has no clothes on.Emperor: (Looks down.) They are right. I’ve got no clothes on. (He tries to cover himself up.)Slick and Slicker: Time to go with our bags full of money. (They tip toe off the stage quickly without anyone seeing them.)Emperor: Cover me up at once. (Dresser comes running in with a blanket.) Storyteller: The emperor got what he wished for. People talked about the emperor with no clothes for years to come.。
人教版八年级下Unit6SectionB(2a—2d)教学设计
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于掌握描述公益活动、慈善事件的相关词汇和短语，如"public", "support", "hold a charity show", "raise money"等，并能运用一般过去时态描述过去发生的事情。
二、学情分析
八年级下学期的学生已经具备了一定的英语基础，对一般现在时、一般过去时等基本时态有所了解，但在实际运用中仍需巩固。此外，学生在阅读理解方面存在一定的困难，需要进一步提高获取关键信息和分析文章结构的能力。针对本节课的教学内容，学情分析如下：
1.学生在词汇和短语方面，对于表示公益、慈善活动的相关词汇掌握较少，需要教师在课堂上进行重点讲解和举例。
2.培养学生热爱英语，积极参与课堂活动的兴趣，增强他们学习英语的自信心。
3.倡导积极向上的生活态度，鼓励学生勇敢面对困难，积极寻求解决问题的方法。
4.通过学习课文，培养学生树立正确的人生观和价值观，认识到付出与收获之间的关系。
在教学过程中，教师应注重激发学生的学习兴趣，关注个体差异，使每个学生都能在原有基础上得到提高，实现知识与技能、过程与方法、情感态度与价值观的全面发展。
3.教师设计一个小组活动：编写一个关于公益活动的短剧，要求运用一般过去时描述过去发生的事情。各小组进行展示，教师评价并给予建议。
（五）总结归纳
1.教师带领学生回顾本节课所学内容，总结描述公益活动、慈善事件的词汇和短语，以及一般过去时的用法。
人教版英语八年级下册Unit6SectionA1a~2d教学设计
为了巩固本章节所学知识，提高学生的英语综合运用能力，特布置以下作业：
1.书面作业：
（1）完成课本练习册中与本节课相关的练习，如语法填空、翻译等，以巩固词汇和句型。
（2）根据本节课学习的家庭成员和日常生活习惯，编写一段对话，运用一般现在时态描述。
2.口语作业：
（1）与家人或朋友进行英语对话，互相介绍家庭成员的日常生活习惯和性格特点，并尝试运用新学的词汇和句型。
示例问题：
- Can you tell me something about your family members?
- How do you describe what your family members usually do using the simple present tense?
2.教学资源运用：利用多媒体展示一些家庭场景的图片，让学生观察并描述图片中的家庭成员及其行为。
2.培养学生积极向上的生活态度，学会珍惜时间，养成良好的生活习惯。
3.增强学生的团队合作意识，学会在小组合作中互相尊重、互相学习。
4.培养学生的责任感和使命感，认识到自己作为家庭成员应尽的责任，为家庭和谐贡献力量。
二、学情分析
八年级下册的学生已经具备了一定的英语基础，他们已经掌握了基本的词汇、语法和句型，能够进行简单的日常交流。在此基础上，针对本章节的内容，学情分析如下：
2.能够运用一般现在时态描述家庭成员的日常行为习惯及其性格特点，提高语言表达能力。
3.通过听力训练，提高获取关键信息的能力，培养良好的听力技巧。
4.学会在对话中运用目标词汇和句型，进行真实情境下的口语交流。
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法提升英语能力：
人教版八年级英语上册Unit6(SectionB3a3c)教学设计
一、教学目标
（一）知识与技能
1.掌握本章节重点词汇和短语，如：volunteer, opportunity, charity, make a difference, give up等，并能熟练运用到日常交流中。
2.学会使用一般过去时描述过去发生的事情，如：I志愿者去了哪里，我做了什么等。
（2）设计动词过去式的练习题，让学生在课堂上即时巩固。
（3）组织小组活动，让学生相互采访，询问对方过去的事情，提高口语表达能力。
2.对于词汇和短语的教学，可以采用以下方法：
（1）利用多媒体展示词汇和短语的用法，让学生在直观的语境中学习和记忆。
（2）设计填空、选择、连线等形式的练习题，帮助学生巩固词汇。
2.利用多媒体教学资源，创设真实的语境，激发学生的学习兴趣，引导学生积极参与课堂活动。
3.运用任务型教学法，设计不同难度的任务，让学生在完成任务的过程中，逐步提高自己的英语水平。
4.引导学生通过阅读文章，学会分析文章结构，提高阅读理解能力。
5.注重个体差异，因材施教，给予每个学生充分的关注和指导。
（三）情感态度与价值观
2.词汇量有限，对一些新词汇和短语的理解和运用存在困难，需要教师通过各种教学活动帮助学生记忆和运用。
3.阅读理解能力有待提高，对文章结构的分析、关键信息的捕捉和主旨大意的把握需要教师的引导和训练。
4.口语表达能力参差不齐，部分学生可能存在胆怯、紧张等心理因素，影响课堂参与度。
针对以上学情，教师在教学过程中应关注学生的个体差异，创设轻松愉快的课堂氛围，激发学生的学习兴趣，提高他们的自信心。同时，运用多样化的教学手段，帮助学生克服学习困难，提高英语综合素质。
人教版八年级英语下册Unit 6 Section B (2d-3b)学案(无答案)
______ a long ______ you slept in the forest!
3. 它指引我们来到那个用面包、蛋糕和糖做的奇妙的房子。
It’s ______ us ______ that wonderful house ______ ______ bread, cake and sugar.
3. There is some grass on the g________. 4. Her h________ is a policeman. She loves him very much.
2/4
5. He is a b________ man. He caught a thief by himself.
拓 展 反 思
4/4
3/4
“I love my antlers, but they ______ to my troubles. My legs and feet could help me run faster, but I hated them. How ______ I was! They are all important to me!
备课教师
授课班级
授课时间
课程名称：Unit 6 An old man tried to move the mountains. Period 5 Section B (2d-3b)
学 1.会读写并理解本课时重点短语: a fairy tale, make a plan, in the moonlight, not …until…, lead sb. to…。 习 目 2.能读懂 2b 故事 Hansel and Gretel，并能简要概述故事梗概。 标 3.能试着在组内表演课文剧。
八年级下册英语教案设计unit6. topic3. sectionB
八年级下册教案设计Unit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section BⅠ. Material analysis本节课建议用1课时上完。
主要活动为Section B 的1a和2a。
本课通过Kangkang和Michael 谈论一起后果严重的交通事故，进而继续讨论交通安全方面的话题，从而了解基本的交通规则，通过2a, 2b和3b的学习活动，继续深入学习if引导的条件状语从句的用法。
培养学生遵守交通规则，树立安全意识。
Ⅱ. Teaching aimsKnowledge aims：1. 学生能用英语简单地表述交通规则。
2. 学生能掌握条件状语从句的用法。
3. 学生能通过单词的重读判断句子表意的重点。
Skill aims：1. 能听懂有关交通规则和交通安全的材料，并从中获取信息来补全短文或对话。
2. 能简单地用英语表达交通规则。
3. 能理解有关交通规则和交通安全等方面的叙述，并从中获取需要的信息。
4. 能用英语制定简单的交通规则。
Emotional aims：学会遵守交通规则，树立安全意识。
Ⅲ. The key points and difficult pointsKey points：1. 谈论交通规则。
2. 进一步掌握条件状语从句的用法。
Difficult points：写出关于遵守交通规则的短文。
Ⅳ. Learning strategies通过单词的重读判断句子表意的重点。
Ⅴ. Teaching aidsComputer multimedia projector, a helmet.Ⅵ. Teaching proceduresStep InteractionpatternStudent activity Teacher activityIntroduction （8 minutes）1. The wholeclass work.2. The wholeclass work.3. Group work.4. The wholeclass work.5. The wholeclass work.1. Focus their attentionon the teacher.2. Students report theirhomework to reviewthe knowledge ofSection A.3. Students discuss ingroups on how toprevent the trafficaccidents.4. Students report theresults of the discussion.5. Students observe thepicture and prepare forthe new lesson.1. Greet the students andmake them ready for learning.2. The teacher asks thestudents to report thehomework.(1) Let the students retellthe advantages of ridingbikes.(2) Let the students reportthe traffic rules theysearched after class.3. The teacher shows thepictures of the trafficaccidents and offers thefollowing facts:Every year, 700,000 peopledie from the trafficaccidents all over theworld, and 100,000people die from the trafficaccidents in China. Howamazing! Then how toprevent the trafficaccidents? Discuss ingroups and report youropinions.4. The teacher lets thestudents tell their ideas.5. The teacher asks thestudents to look at thepicture of 1a, and leads tothe new lesson: Kangkangand Michael are talkingabout the traffic accidentin Caishikou Street. Let’swatch the flash of 1a andfind out their opinionsabout how to prevent thetraffic accidents.Presentation (10minutes) 1. The wholeclass work.2. The wholeclass work.3. Individualwork.4. The wholeclass work.5. Group work.6. The wholeclass work.1. Students watch theflash and find out theanswer to the leadingquestion.2. Students check theanswer.3. Students watch theflash and underline thenew words.4. Students tell the newwords, and then learnand grasp the newwords with the help ofthe teacher.5. Students discuss ingroups to find out thedifficult points andsum up the mainpoints.6. Students underline intheir books and makesome notes.1. The teacher plays the flash of1a. Ask the students to findout the answer to theleading question.2. The teacher lets twostudents tell the answer.3.The teacher plays the flashagain and asks thestudents to underline thenew words.4. The teacher asks two studentsto tell the new words. Teachthe new wordcareless by showing apaper with many wronganswers.Teach the new wordhelmet by showing a realhelmet to the students.Teach the wordlight-colored by pointingat a light-colored coat ofthe students and comparing itwith a dark-colored coat.5. The teacher asks the studentsto learn in groups to find outthe difficult points in theconversation. At last let themsum up the main points of theconversation.6. The teacher makes asummary to explain thekey points and difficultpoints to the students.(1) when riding = whenwe are riding(2) get a fineConsolidation (10 minutes) 1. The wholeclass work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. Individualwork.6. The wholeclass work.7. The wholeclass work.8. The wholeclass work.9. Pair work.1. Students read theconversation after therecording sentence bysentence.2. Students try to followthe speed, payingattention to thepronunciation andintonation.3. Students read 1a, andthen complete thesentences.4. The students check theanswers.5. Students retell thesentences of 1b.6. Students find out moresentences about expressingadvice from 1a.7. V olunteers tell theiranswers.8. Students find out thesentences containingadverbial clauses ofcondition.9. Students act out theconversation of 1a.1. The teacher plays therecording sentence bysentence.2. The teacher plays therecording withoutstopping.3. The teacher lets the studentsread 1a, and then completethe sentences.4. The teacher asks twostudents to tell theanswers.5. The teacher asks the studentsto retell the sentences of 1b.6. The teacher lets the studentsfind out more sentencesexpressing advice from 1a.(1) W e should …(2)Why don’t we/ not …7. The teacher asks the studentsto tell the answers.8. The teacher asks the studentsto find out the sentencescontaining adverbial clausesof condition. Pay attention tothe tense of them.9. The teacher asks the studentsto act out the conversation of1a in pairs.Practice (10 minutes) 1. The wholeclass work.2. Group work.3. Individualwork.4. Individualwork.5. The wholeclass work.6. The wholeclass work.7. Individualwork.8. The wholeclass work.9. Group work.1. Students look at thepictures of 2a. Understandthem based on the givenwords.2. Students use if to discussthe results of breakingthe traffic rules.3. Students report the resultsof the discussion.4. Students match the partsof the sentences tomake traffic rules.5. Students read the trafficrules and remember them.6. Students listen andread these sentences.Pay attention to thestress and understandthe focus of eachsentence.7. Students try readingthe sentences alone.8. Students read thesentences correctly.9. Students work ingroups and play the IfChain Game of 3b.1. The teacher asks the studentsto look at the pictures of 2aand understand them basedon the given words.2. The teacher asks the studentsto use if to discuss the resultsof breaking the traffic rules.3. The teacher asks the studentsto report the results of thediscussion.4. The teacher asks the studentsto match the parts of thesentences to make trafficrules.5. The teacher lets the studentsread the traffic rules andremember them.6. The teacher plays therecording of 3a for thestudents and lets thestudents listen and readthese sentences. Ask themto pay attention to thestress and understand thefocus of each sentence.7. The teacher lets the studentstry reading the sentencesalone. Note that they canchange the emphasis of asentence when they changethe word that is stressed.8. The teacher asks the studentsfrom different groups toread the sentences correctly.Organize them to have acompetition.9. The teacher asks thestudents to work ingroups and play the IfChain Game of 3b.Production (7minutes) 1. Group work.2. The wholeclass work.3. The wholeclass work.4. The wholeclass work.5. The wholeclass work.6. Individualwork.1. Students discuss theslogans for the activity.2. Students write downthe slogans, usingadverbial clauses ofcondition.3. Students report theirresults.4. Students check theslogans with theteacher.5. Students summarizeSection B with theteacher.6. Students finish thehomework after class.1. The teacher asks thestudents to discuss ingroups. Your school willhave a public activityabout traffic safety.Discuss the slogans forthe activity.2. The teacher asks thestudents to write down theslogans with adverbialclauses of condition.3. The teacher asks therepresentatives of eachgroup to report theirresults.4. The teacher sums up theactivities. The group withthe most and correctsentences of adverbialclauses of condition wins.5. The teacher shows thesummary to the students.6. The teacher assignshomework:(1) Review the summaryafter class.(2) Ask the students tomake at least fivesentences with “if”.Pay attention to thetense.(3) Search the Internetfor some informationabout bicycles toprepare for SectionC.Teaching ReflectionThe students are amazed at the number of the people who died from the traffic accidents every year. They realize t hat it’s very important to follow the traffic rules. And they do very well in making traffic rules. They can understand the usage of adverbial clauses of condition well.Ⅶ. Blackboard designUnit 6 Enjoying CyclingTopic 3 Bicycle riding is good exercise.Section B1. when riding = when we are riding2. get a fine3. make a wrong turn。
Unit6I'mgoingtostudyputerscienceSectionB教案人教版英语八年级
Unit 6 I'm going to study puter scienceSection B教学设计科目：英语课题：Section B 课时：3课时教学目标与核心素养：语言能力：能够运用目标句型进行交际，合理的表达如何实现自己的职业梦想。
文化意识：能够表达自己的职业理想以及如何为实现理想做准备。
思维品质：能发现同类型语篇的相似之处和不同类型语篇的结构特征；能多角度、辩证地看待事物和分析问题。
学习能力：通过听、说来培养学生运用知识的能力，并让学生能在做中学，通过课堂的各种实践活动准确地运用英语来表达。
教学重难点教学重点：掌握本课时中出现的重点词汇和句型。
教学难点：掌握want to do/be going to do 表达将来的打算。
课前准备：多媒体，黑板，粉笔教学过程：一、LeadinginAsk Ss：What's your new year’s resolution?二、Practice教学1a1b1. Ask Ss to explain what each one means in their own words.2. Point out the box next to each picture and ask Ss to read the phrases.3.Ask Ss to match the pictures with the New Year’s resolutions. Number the pictures [15].Then check answers in class.4. Ask two Ss to read the sample conversation to the class. Then ask Ss to work in pairs to have a conversation.三、Listening教学lc1d1. Read the instructions and point out the phrases in the list in Activity 1a.2. Play the recording. Ss listen and circle the phrases on the list in Activity 1a theyhear.Then check the answers.3. Play the recording again. Ask Ss to write their answers on the blank lines after each person's name. Check the answers and read them together.教学1e1. Ask two Ss to read the sample conversations.2. Then ask Ss to make a list of other resolutions and how you are going to make them work.3. Role play the conversation.四、Reading教学2a2e1. Make Ss discuss the questions with their partners.Did you make any resolution last year? Were you able to keep them? Why or why not?2. Read the instructions in 2b to the class.3. Make Ss scan the passage. Then lead Ss to learn the passage sentence by sentence. Pay attention to the key words and phrases.4. Ss match each paragraph with its main purpose in the small box. Check the answers.5. Write the letters [AD] in the correct places in the passage.6. Work on 2d. Answer the questions with short sentences.7. Make Ss read the passage again. Be sure to know the main purpose for each paragraph.8. Ss plete the task in 2c.Make each sentence go in right paragraph. Then check the answers.9. Ask Ss to answer the seven questions with short sentences individually.10. Find the phrases in the passage. Then write down your own sentences with them.五、Language Points1. Were you able to keep them? 你能遵循它们吗?要点精析后接动词原形，相当于can able 意为”能够，能”但两者用法有所不同can 只用于现在时和过去时;be able to 可用于各种时态例:I can/ could swim 我会游泳I shall not be able to e again today. 我今天可能不会再来了过去式could 表示过去的“能力”“潜力”和“可能性”例:John could run fast and was a good athlete.约能跑得很快而且曾经是一个很棒的运动员。