人教版八年级上册英语Unit10 If you go to the party, you’ll have a great time!教案

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人教版八年级上册英语Unit10 If you go to the party, you’ll have a great time!教案教材解读本单元以“if”引导的条件状语从句为话题展开教学。目的是让学生了解不同的条件会产生不同的结果,并能够灵活运用“if”引导的条件状语从句。另外还从学生的日常生活习性方面导入健康的生活态度及正确解决问题的方式,即遇到问题,不能逃避,应当找人谈谈。第一课时,从学生现实生活切入,引导学生说出自己参加的聚会活动,并通过听力内容了解如果你做某事,则会产生某种结果。接着通过对话的形式谈论要做的事情及结果。第二课时,主要通过分角色表演对话,练习“if”引导的条件状语从句,并总结归纳“if”引导的条件状语从句的含义、结构、用法,巩固练习“if”引导的条件状语从句。第三课时,通过列举几种行为,目的是让学生了解这些行为产生的结果。一组对话让学生走进了Michael 父母的谈话。第四课时,通过学习Laura和Robert Hunt面对问题并解决问题的方法,让学生深切体会到正确的处理问题的方式是:找到信任的人倾诉烦恼。第五课时,谈论你知道的人遇到的麻烦,并提出解决方案。写一篇提出建议的文章。旨在让学生了解正确处理问题的方式。单元课程标准要求词汇：meeting, video, organize, upset, advice, agent, famous, normal, etc.句型：—I think I’ll take the bus to the party. —If you do, you’ll be late. —What will happen if they have the party today? —If they have it today, half the class won’t come. —Should we ask people to bring food? —If we ask people to bring food, they’ll just bring potato chips and chocolate.语法：掌握“if”引导的条件状语从句；会使用现在进行时表将来；情态动词 should 的用法。4. 培养学生理解课文中各个知识链的意义,并学会做调查、制作或填写调查表的能力。5. 激发学生的学习热情与兴趣,体验解决问题的乐趣。教法导航1.采用视听教学法，运用多媒体。2.听、说、读相结合引导学生在运用语言中学习语言，然后再创造性的运用语言，为用而学，在用中学，学了就用。3.开展任务型教学方法，提供给学生合作交流的空间与时间，促使学生为完成任务和同学进行合作。学法导航1.课前准备，要求学生做好课前预习，熟悉本单元的单词及学习目标。2.合作学习，要求学生课上积极主动，相互合作交流，提高口语及交际能力。3.自主学习，要求学生勤于思考，善于总结。4.课后复习，要求学生完成课后作业，对所学的知识加以复习、总结和巩固。课时分配第1课时: Section A (la-1c)第2课时: Section A (2a-2d)第3课时: Section A (Grammar focus-3c)第4课时: Section B (1a-1d)第5课时: Section B (2a-2e)第6课时: Section B (3a-Self Check)Period 1 Section A (1a-1c)授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】重点单词: meeting, video, organize重点短语: go to the party, have a good time重点句式: —Are you going to the party tomorrow night?—Yes, I am.—Who will you go with?—I think I’ll go with Karen and Anna.—If you do, you’ll have a great time.—What will happen if they have the party today?—Half the class won’t come.能够在谈论“派对”的真实语境中，正确使用第一条件句If…will…。能够准确获取并表达有关聚会的假设和推论信息，学会与人探讨、交流和表达自我观点和看法。通过谈论聚会的话题，激发对英语的学习兴趣。【教学重难点】1. 学会运用第一条件句If…will…,对未来事件进行假设和推断。2. 正确理解和运用If…will…句型中主句和从句的时态问题。【教学过程】Step 1 Leading inT:Is everyone here today? Let’s go on to learn “Unit 10 If you go to the party, you’ll have a great time!”Step 2 Presentation1.First look at the pictures. Ask a few students to say what they see in the thought bubbles. Each thought bubble shows something if you do.2.Then make the sentence. Ask students to repeat the sentence.3.Match the statements with the pictures[a-d]. Then ask the students who finish first to write the answers on the board. Check the answers on the board and ask students to correct their answers.4.Display a large calendar that shows the pictures. Tell students the statements and responses. Ask students to repeat sentences.Step 3 Listening 1.Listen and complete the responses in la.2.Listen to the conversation. The people are talking about what they do. Please listen to the tape and write down the responses of statements in the list. Make sure everyone understands what to do.3.Then play the tape for the first time. Let students only listen. Then play it a second time. This time ask students to complete the responses. And then check the answers with the whole class.Keys:1.let you in 2.be sorry 3.be late 4. have a great time Step 4 Pair work 1.First ask two students to read the conversation in speech box. T:Now work with a partner. Make your own conversations about the people in the pictures. Then have students work in pairs.2.Let students make their own conversations about the people in the pictures. Then ask some pairs to present their conversations to the class.Step 5 SummaryThis class we’ve learnt some new words: meeting, video, organize. And we’ve learnt to talk about “I think I’ll...;If you do, you’ll...” After class do more practice. And remember to exercise every day.Step 6 HomeworkDo the exercises in students’ book.【拓展延伸】【板书设计】Period 2 Section A(2a-2d)授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】1. 重点单词: half, order, chocolate2. 重点短语: potato chips, order sth. from…, ask sb. to do sth., too…to…3. 重点句式: —The students are talking about when to have a class party.—What will happen if they have the party today?—If we have it today, half the class won’t come.—If we ask people to bring food, they’ll just bring potato chips and chocolate because they’ll be too lazy to cook.4. 归纳、总结“if”引导的条件状语从句的用法。5. 了解西方社交聚会的知识；形成正确的价值观和积极的人生观。【教学重难点】熟练运用“if”引导的条件状语从句。运用What对if引导的句子所产生的结构进行提问。情态动词should的使用和一般将来时的运用。【教学过程】Step 1 Leading inThe T can encourage Ss to talk about what they will think about if they organize a party. Then the T can give them the following prompts: When, Where, who, what to do, what to eatStep 2 Listening(2a&2b)2aThe activity is to give Ss listening practice with the target language. Before listening, the T can ask Ss to look at the picture and predict the answers. At the beginning, the T play the recording for the first time and make Ss to finish the task in 2a individually. Then the T can invite some Ss to share their answers in class to check answers. 2bThe activity is to give Ss practice in listening for specific items in conversations. The T may want to have Ss initially cover the phrases in the box in activity 2b and only look at the questions. After listening again to the recording and trying to answer the questions, Ss can be given permission by the T to uncover the phrases and try to answer the questions. After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation. The T can play the recording again and ask Ss to imitate the intonation and pronunciation.Step 3 Pair workThe T may want to have Ss work in pairs to compete to have conversations using the target structure. Guide Ss to try to make their conversations as long as possible.Step 4 Presentation1.Ask Ss to read the conversation carefully and then answer the following questions:What will happen if we ask people to bring food?What will happen if we give people some small gifts if they win?2.Then the T can focus Students’attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases. Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.Step 5 SummaryThis class we’ve learnt some new words: meeting, video, organize. And we’ve learnt to talk about “I think I’ll...;If you do, you’ll...” After class do more practice. And remember to exercise every day.Step 6 HomeworkRecite the conversation in 2c and make a similar conversation with a partner.【拓展延伸】【板书设计】Period 3 Section A (Grammar Focus-3c)授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】重点单词: upset, taxi, advice重点词组: ask sb. to do sth., stay at home, be sorry, take a taxi, give sb. some advice重点句式: —If they have it today, half the class won’t come.—I think I’ll stay at home. —If you do, you’ll be sorry.4.掌握if条件句的主从句的时态和情态动词should的运用。 5.培养学生客观预测和合理建议的能力。6.树立学生承担所做事情的后果意识。7.培养观察法总结归纳的能力。【教学重难点】1. 在真实的交际中能够熟练运用if来表达条件，用will来表达结果。2.能正确使用含if条件状语从句的主从句的时态。【教学过程】Step 1 Leading inGreeting.T plays a funny video and asks Ss to find out if-clauses.T leads to find out the if-clauses. For example: If you lose, you will be in trouble.If you can jump off my hand, you will win. Step 2 Grammar1.T helps Ss learn the usage of if-clauses.2.T asks Ss to read the sentences in Grammar Focus and answer some questions.Step 3 Presentation1. Turn to 3a.T asks Ss to read the letter for the main idea quickly.2. Ss complete the task in 3a on their own. Fill in the blanks with the correct forms of the verbs in brackets.3. Check the answers.4. Go through activity 3b. Ss scan the contents before the blank lines. Then complete the sentences on their own. T may ask 2 or 3 Ss to present their answers.5. Correct the mistakes if there are some in their answers.6. Go through activity 3c. T asks the whole class to practice doing the exercise together.7.Group work. Ask Ss to work in groups, then let several groups to say their stories to the class. The Ss to write down everything.8.Game Time.Step 4 Language pointsT explains knowledge points.Step 5 ExercisesT assigns the test.Step 6 SummarySummarize the key content in this lesson.Step 7 Homework1. Recite Grammar Focus.2. Preview Section B 1a-1d.【拓展延伸】【板书设计】Period 4 Section B（1a-1d）授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】重点单词: travel, agent重点词组: be happy, go to college, be famous, travel around the world, make a lot of money, get an education重点句式:—What do you think I should do? Can you give me some advice?—I think you should go to college.But if I go to college, I’ll never become a great soccer player.学会谈论“你应该做什么”，能了解哪些事情是正确的。能阅读有关介绍未来职业方面的文章。培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊。【教学重难点】1. 区分“I think you should go to college./ I think you should join the Lions.”。2. 掌握重点句型。3. Enhance the listening and speaking skills.【教学过程】Step1 Leading in1.Greetings & free talk.2.Practice reading the dialogue on page 76.3.Check the homework. Step2 Presentation1.Point out the six phrases. Students read after the teacher. Make sure the students understand what they mean.2.Call students’ attention to the pictures. Say something about the pictures. Circle the most important things to you. 3.Check the answers and then practice reading.Step3 Listening(1b&1c)1b1.Look at the list in la. Write A before each thing the soccer agent talks about and P before each thing Michael’s parents talk about.2.Listen to the tape carefully twice. Write down the answers. Check the answers.Keys: P A P A A P1cT:Now you will listen to the tape again, Michael and agent; Michael and parents.1.Read the two names for the students in lc, and they’ll know how to choose.2.Read the questions in 1c. Listen to the tape carefully twice. Complete the sentences.Keys: l. c 2. e 3. a 4. d 5. b Step 4 Pair work (1d)Before we check the answers in 1c, we’ll read through the dialogue in 1d.Pay attention to the conversation between Michael and his friend.Read the conversation. Let students follow.Give Michael advice.Step5 SummaryTell the students the differences between go to college and join the Lions.Step6 HomeworkWriting: Do the Exercise.【拓展与延伸】【板书设计】Period 5 Section B (2a-2e)授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】：1. 重点单词: normal, teenager, unless, certainly, wallet, mile, angry, understanding, careless, mistake, himself, careful, advise, solve, step, trust, experience2. 重点短语:worry about, keep…to oneself, have problems with sth., in the end, make careless mistakes, run away from, in half3. 重点句式: —Some people believe the worst thing is to do nothing. But I think talking to someone helps a lot.—“If I tell my parents, they’ll be angry!”—“I will always remember to share my problems in the future!”—Students often forget that their parents have more experience, and are always there to help them.4.通过学习 Laura 和 Robert Hunt解决问题和烦恼的过程和方法，让学生通过解决日常生活中常见的问题—丢钱包等，得出一个明确的结论:如果遇到问题,应当找别人谈谈。5.能阅读包含“if”引导的条件状语从句的文章,学会养成良好解决问题的方法,从而保持心理健康，心情愉悦。6.培养学生的阅读理解能力，提高解决问题的能力。【教学重难点】1.通过解决问题，会写一篇遇到问题并解决问题的文章。2.掌握一些重点句式的翻译技巧。3.阅读短文, 获得相关信息，提高学生们的综合阅读能力。【教学过程】Step 1 Leading in 1.Greeting.2.T plays a video and says: What’s the video mainly about?3.Brain Storm. T says: people today have all kinds of worries, such as pressure from work, study and life. Problems and worries are really normal in life. When meeting with difficulties, we shouldn’t run away from them but try to get over them. I think talking to someone helps a lot. Sharing a problem is like cutting it in half. Do you feel the same way as me? Now, Let’s talk, What kind of things do you worry about?Step 2 Pre-reading1. Go through 2a. T asks some Ss to give their answers. T can write them down on the board.2. Discuss. T says: If you have problems or worries, will you ask someone for help or just keep them to yourself?3. Predict. T asks Ss to look at the picture and says: Laura Mills had a problem. What did she do? Who did she go for help? Let’s read to learn more about it.Step 3 While-reading1. T asks Ss to read the passage quickly for the main idea, then answer the question : Which statement expresses the main idea of the passage? Then check the answers.2.T asks Ss to read the messages quickly and finish the mind map.3. Careful-reading. T lets Ss read Para.1 carefully and finish the mind map.4. T makes Ss read paragraph 2 and fill in the blanks.5.T asks Ss to discuss: What do you think of Laura’s parents?6. T leads Ss to read paragraph 3 and finish the mind map.7. T makes Ss read the passage again quickly. Before that, Ss scan the four questions in 2c.8. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers.Step 4 Post-reading1. Go through 2d. Ss complete the tasks on their own. T may ask some students to present their answers. Then check the answers.2. Turn to 2e. Ss read the five questions quickly. Then ask and answer the questions with their partners. As Ss work, T moves around the room monitoring their work and offering support as needed.3. T may ask some pairs to present their conversations to the class. Then gives examples for Ss.4. Game Time. T says: Let’s have an interesting test. Show me your answers and I can see what you usually do when in trouble.Step 5 Language Points ExplanationT explains some knowledge points.Step 6 Exercises T assigns the test.Step 7 SummarySummarize the key content in this lesson.Step 8 Homework1.Read the passage again after class.2.Work on 2e. Ask three students these questions. Take notes of their answers.【拓展与延伸】【板书设计】Period 6 Section B (3a-Self Check)授课时间______ 实有人数______ 缺席人数______ 缺席原因______【课时目标】1. 重点单词: bring, project2. 重点短语: take part in, say sorry to sb., children’s hospital, think of, get into a fight with3. 学会书写给出建议或解决办法的文章。4. 学会使用条件句分析原因和后果。5. 学会遇到问题适时寻求帮助。6. 学会关注自己和周围人，帮助学生形成健康向上的人生观。【教学重难点】1.学会书写给出建议或解决办法的文章。2.熟练运用目标语言描述条件和结果。【学习过程】Step 1 Leading in1. Greeting.2. Brain Storm. T says: What’s your biggest worry? How to solve the problem?3. T says: How to give advice?Then makes summaries. You should /can.... You’d better ....It is a good/great idea to.... If you ..., you will ....Doing … is the best way to solve your problem.Step 2 Pre-writing1. Go through 3a, T asks Ss to read the instructions to 3a. Ss ask someone they know what his/her three biggest worries are. Then think of possible solutions to the problems. Make simple notes. Complete the task.2. Turn to 3b. Ss complete the task in 3b using the notes in 3a and the structures in 3b to help with the writing.3. T may ask some Ss to read their writing in 3b to the class. 4. Point Analysis. T leads Ss to think about the structure of the article. Then lists them: name, problem, advice.5. Go through 3c, T says: Write your advice for your friend’s second and third problem following the structures in 3b.Step 3 While-writing1.T shows an example and read the instructions to the class. Then lists the outline.2.T asks students to complete the article and reminds that Ss use the notes in 3a,3b and 3c.T may give any help if necessary.3. Writing practice.Step 4 Post-writing1.Peer-editing: T lets Ss exchange articles, evaluate it and then help each other correct them. T reminds Ss that they can follow the key tips on board.2.T lets some Ss read their passage to the class.3. Part 4.T read the instructions for this activity to the class. Then ask two students to read the dialogue.4. T points out the poster and ask Ss to add more items to it.5. Ask some Ss to present their conversations.6. T asks Ss to complete the tasks in Self Check and work on their own.7. Check the answers. Step 5 Language PointsT explains knowledge points.Step 6 ExercisesT assigns the test.Step 7 Summary Summarize the key content in this lesson. Step 8 HomeworkPolish your writing according to your group members’ advice.【话题分析】本单元的话题是围绕“做决定”展开的。这类写作要求学生针对具体情况进行假设并推断事情的结果、给存在问题的人或事情提出建议、帮助解决问题。该类写作需要掌握本单元所学的if引导的条件状语从句、will表示将来和情态动词should 的用法。一般情况下,多用到一般现在时和一般将来时进行写作。写作素材1.I’m afraid to...我害怕……2.If sb. do/does... , sb. will. ..如果某人做……，某人会……3.If sb. do/does not..., sb. will...如果某人不做……，某人会……4. I’m not sure... /I don’t know what to do/how to do it.我不确定……/我不知道做什么/如何做。5. Can you give me some advice?你能给我一些建议吗?【写作实践】 假设你是八年级二班的学生李莉,你的父母希望你能参加学校的英语演讲比赛,你不知道该怎么办，请根据以下提示用英语给你的外国好友吉姆(Jim)写一封信,简述自己遇到的问题，并请对方给出建议。提示：1.父母的期望：······2.你的性格：害羞，不敢在众人面前说话；3.你的担忧：如果不参赛······；如果失败······________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【教学反思】____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________