标签：初二英语教案,八年级上册英语教案,新目标八年级英语教案,http://www.deyou8.com
八年级英语Problems教案1,
原文地址 http://www.deyou8.comModule 5 Problems
教材内容分析
在第四模块中学生已经学了“if条件状语从句+祈使句“的句式，本模块通过以提出问题的形式以及为问题提供解决问题的建议的方式来继续学习条件状语从句，即“if条件状语从句+一般将来时态“。运用真实的话题来开展听说读写的教学活动。教学内容为语法的学习和使用提供了必要的感性材料。要求学生能够用含有if引导的条件状语从句的主从复合句来描述问题以及提供解决问题的建议。
一、 教学目标
1、 语言技能目标
（1） 能够听懂对问题的陈述。
（2） 能够复述对问题的描述。
（3） 能够读懂有关描述问题的文章，掌握文章的大意。
（4） 能够结合例文进行对problems 和advice 的写作。
2、 语言知识目标
（1） 能够正确使用下列单词chance， beat， shame， pity， refuse， warn， rather， final， practice， punish， such， exam， truth， prove， honest， onto， terrible， realize， virus， mend， shelf， steal
（2） 能够正确使用下列词组 be able to， all together， at the end of， take off， at least， pocket money， after all， help sb. with sth.， hurry up
（3） 能够正确使用含有if引导的条件状语从句的主从复合句
3、 情感态度目标
通过本模块的学习来教育学生要做一个诚实的人。
二、 教学重点与难点
1、 教学重点
（1） 重点词汇：chance， beat， shame， pity， refuse， warn， rather， final， practice， punish， such， exam， truth， prove， honest， onto， terrible， realize， virus， mend， shelf， steal
（2） 重点句型：
If I play well， I‘ll play the solo.
If the teacher chooses Kylie， she‘ll play the dance music.
If she becomes a star， her parents won‘t send her away.
(3) 话题：Problems
2、 教学难点：
（1） if引导的条件状语从句用一般现在时态，主句用一般将来时态
（2） 问题的描述以及建议的提供
三、 课时安排
第一课时 Unit 1
第二课时 Unit 2 Activities 1，2＆3
第三课时 Unit 2 Writing； Unit 3 Activities 6，7，10，11＆12
第四课时 Unit 3 Unit3 Activities1，2，3，4，5，8，9，Around the world，＆ workbook
四、 教学过程设计
Period 1
教学内容：Unit 1 Activities 1，2，3，4，5，6＆7
词汇：chance， beat， shame， pity， refuse， warn， rather， final， practice， punish， such， exam
句型：if条件状语从句+一般将来时态
Step 1 Lead-in
Ask： 1) What‘s your hobby? 2) Do you like dancing?
3) What do your parents think about it?
4) Would they like you to spend time dancing?
Say： Now let me tell you something about a girl called Lucy. She is a schoolgirl.
She likes dancing very much. Yesterday she had a chance to dance at a big
party but she refused it because her parents had warned her about her
schoolwork. If she spends too much time in dancing， her parents will punish
her....
教师边说边把生词打在屏幕上，用这种方法来导入本课中出现的词汇，可以让学生猜猜这些词汇的意思，然后再在屏幕上打出这些词汇的词性以及中文意思。并引出本课句型If she spends too much time in dancing， her parents will punish her.（板书）
Step 2 Listening (Activities 1＆2)
So Lucy has a problem. Do you know what problem she has?
(If she spends too much time in dancing， her parents will punish her.)
1. Tony has a problem， too. Now let‘s listen and decide what the problem is. (Play the tape.)
2. Now answer the questions. Use the words in the box to help you.
(books open). Then listen again and check.
Step 3 Listen and read (Activities 3，4＆5 )
Here is a conversation between Betty and Sally. They‘re talking about their friend Kylie. Kylie also has a problem. Listen carefully and try to tell us what problem she has. (books closed)
这环节如果学生有困难，可以让他们小组讨论，然后给出答案。
Look at Page 35. Listen and complete the table. Check the answers.
总结if句型，即if引导的条件状语从句用一般现在时态，主句用一般将来时态。
Look at Page 34. Read the conversation. Then do Activity 5.
Step 4 Language Points and Everyday English
把本单元的language points和Everyday English打在屏幕上，朗读后让同桌学生用其中的三到四个编一小对话，在全班同学前表演。
(Activity 6中的四个句子穿插到Activity 3的对话朗读时进行。)
Homework
Write out the problems you have with your parents， friends， schoolwork， sports or hobbies.
Describe the problem and talk about solution.
Eg. My teacher says that if I don‘t work harder， I won‘t do well in my exams.
Period 2
教学内容：Unit 2 Activities 1，2＆3
词汇：truth， prove， honest， onto， terrible， realize， virus， mend
阅读：读懂描述问题的文章，掌握文章的大意。学习如何呈现问题以及针对问题所提出的解决问题的建议，为下一节写作课做好铺垫。
Step 1 Revision
1 Greetings
Did you have a good time yesterday evening？
What did you do yesterday evening？
Have you finished your English homework？
2 A survey
Ask students to make a survey. Talk about the problems they have with their parents， friends， schoolwork， sports or hobbies， etc. Then complete the following questionnaire.
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---Do you have a problem with your teacher?
---Yes， I do. My teacher says that if I don‘t work harder， I won‘t do well in my exams.
（这一环节既检查了上一堂课布置的作业，又是一个热身活动。也可以通过师生间对话的方式进行此项活动，并在活动时导入本单元的词汇。）
Step 2 Pre-reading
Do you work hard at your lessons？ Do you like computer games？What do your parents say about computer games？
Ask the students to work in groups of four and discuss these questions.
Step 3 Reading (Activities 1，2＆3)
1. Global reading
Students read the letter and the answer. Choose the problem and the advice. They can also discuss with their partners. They must try to give the reasons.
（要求学生说明选择的依据，目的是帮助学生分析细节与整体的差别，关注学生阅读策略的培养。）
2. Detailed reading
Students read the letter and the answer again and finish Activity 2＆3. (First students do them by themselves， then share the answers with their partners.)
（本环节所涉及的不只是细节的理解与判断，同时还有归纳、推理和逻辑。因此，在次此环节中，要求学生先独立思考，完成练习\；然后分享讨论结果，总结阅读技巧和规律。）
3.Problem solving
Students work in groups of four again， try to find difficulties and discuss together. If there are any problems， they may ask the teacher for help. At last share their work with the whole class.
（这个环节是为了帮助学生提高学习的主动性，学会自主学习的方法，逐渐形成比较完善的阅读学习策略。）
Step 4 Discussion
If the computer game doesn‘t leave a virus on the computer， what do you think Steve will do? Do you think he is right?
(通过这一环节的讨论，培养学生诚实做人，勇于承认错误，有错就改的优良品质。)
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