人教版新目标初中英语八年级下册Why don’t you get her a scarf说课稿7篇下载-LFPPT

人教版新目标初中英语八年级下册Why don’t you get her a scarf说课稿7篇

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Why don’t you get her a scarf说课稿7篇
Why don’t you get her a scarf?Section A 1a-1c说课稿
一、说教材
1、教材的地位和作用
本课是第八单元的第一课，主要围绕如何给建议和意见展开讨论，懂得谈论和比较不同的东西和事物,1a的卡通画先由学生讨论物品的品质开始，然后分类，1b.1c是以1a的卡通画展开的听和说的训练。

2：教学目的:教学大纲指出要从英语的学科的特点出发，激发培养学生的兴趣，帮助学生树立学习英语的信心，克服学习中产生的畏惧心理和困难，建立语感，掌握语言基本知识和技能。
(1).知识目标：
a. 掌握本课的单词与词组。
b. 掌握情态动词should+动词原形表达征求意见的用法：what should I get?（2）能力目标

C.学会谈论和比较不同的东西和事物。
学会如何给别人提出建议和意见。
3.重难点
(1).本单元的主题对话是“What shouldI get ?How about a CD?No,that’s too expensive.”因此，情态动词should+动词原形，why don’t you…?/How about…/what about…./whynot….?等句型结构的知识理解和应用，是本节课的重点。
(2)学生在使用why don’t you …?/How about…?/what about…?等句型结构时，对否定性特殊疑问句的理解，How/what anout+名词/动名词的应用，是学习中的难点。
二.说教法1.图片教学法
通过卡片，图片复习单词和认知实物。2.情境教学法
通过生日导入新课，学会赠送礼物的句型。3.听说教学法
通过听录音，模仿对话来巩固句型。加强听说训练。
通过Groupwork来加深给别人提建议或意见的表达能力。4.任务教学法
通过Survey.Report 强化所学的知识。三.说学法遵循“教为主导，学为主体，练为主线”的教育思想，但教师又要因人而导，对不同能力水平的学生给予不同的要求，从而达到英语学习的目标。四.情感，态度与价值观：
a.通过所学的句型和语法规则，熟练征询建议和提出合理化建议。
b.准确地发表自己对某物，某事的建议的评估。
c.了解常见的节日礼物并能正确地评论，了解外国人送礼物的风俗习惯。
d.通过本课的学习，培养学生讲文明.懂礼貌的好习惯，调动学生的学习积极性及学习兴趣。
五.教学过程
Step1:
1. Make one-minute dialogue. Get some pairs to act out their own dialogue.
2. Revise the new words and phrases by cards.
Step2:
Task 1. What doyou think of these gifts?
Show the target languages, usingthe objects:
--Whats this?/What are these?
--Its a… /Theyre…
--What do you think of it/them?
--Thats… /Theyre…
Step 3.Presentation
1. Point to the picture and say:
Tomorrow is my mothers birthday.
What should I get my mother for her birthday?
How about a dictionary?
No, thats too boring.
How about tennis balls?
NO, theyre too cheap.
Why dont I get her a camera?
I think shell like it.
2. Lead the Ss to drill the conversation.
3. Practice the dialogue in the whole class.
Step 4 Survey
Ss make a survey and fill in the blanks.
According to Mothers Day. Fathers Day. Womens Day. Childrens Day andTeachers Day.
Step 5 listening
1. Listen to the tape and number the comments in order you hear .
2. Check the answers.
Step6:1. Play a game.
2. Sum up the main knowledge.
3. Homework
(1) Recite 1b. 1c
(2) Make a survey. Exchangeinformation and fill in the chart.(Pageb2)
六．板书设计
Unit8
Whydon’t you get herascarf?
Whatshould I get my sister?
Why don’t you get a camera?
How/What about a watch/buying a watch?
That’s too expensive/cheap/boring.

Why don’t you get her a scarf?Section A 1a-2c说课稿
一教材分析
本课时主要围绕Giving gift开展听说读写一系列教学活动，主要是学习如何给别人买礼物以及用各种不同句型建议别人买礼物，并对他人提供的建议作出评价。
二学生分析
学生已经学习并掌握了一些与假日活动及生日晚会相关的短语和句型。本课时的话题是日常生活中学生既熟悉又感兴趣的，学生对此有一定的生活经验，有利于知识范围的延伸，在对话中，学生可以发散思维，表达他们已有的不同的生活阅历。
三教学目标
1．语言知识目标
1）通过本课时学习，要求学生能够掌握单词comment, album, personal, special,present.
通过本课学习，要求学生掌握以下句型：Why don’t you …
Whynot +V原形？
Howabout …
What about … +V-ing/名词？
2）能用各种表达建议的方式来为别人献计献策，为不同的人选择不同的礼物。如：Why don’t you get her a camera? How about sometennis balls? 。
3）能用英语来表达自己的喜好，并对他人所提供的建议做出评价。如：That’s too boring.
4）能正确运用情态动词should来请求帮助。如：What should I get my mom for her birthday?
2．语言技能目标
1）能用各种表达建议的方式为他人献计献策，为不同的人选择不同的礼物。
2）能用英语表达自己的喜好，并对他人所提的建议作出评价。
3．情感态度目标
1）通过建议别人买礼物以及物品性质的方式，形成正确的价值观。
2）通过谈论如何为亲人和朋友准备合适的礼物，增进学生的亲情和友情。
4．文化意识目标
1）通过学习如何赠送礼物，对比中西方文化的不同之处。
5．学习策略目标
1）交际策略：通过提供建议，发表见解等的对话，培养学生与人交往和沟通的能力。
四教学重点
1. 掌握本课时词汇personal, special, comment and so on .
2. 掌握本课时句型What should I get my mom for her birthday?
Why don’t you …？
Why not …？
How about …？
What about …？
3. 用所学语言对他人所提的建议作出评价。
五教学难点
1．用所学语言给他人提供建议并对他人所提出的建议作出评价。
六 Teaching aids: PPT，recorder
七 Learning and teachingarrangement
Step1 Warming up
T: It’s really a special class for us. There areso many teachers and parents here. Are you nervous?
Let’s watch a movie to relax ourselves.
[设计意图：通过一段白雪公主开party 的录象导入新课，立刻调动起学生的参与性，启动学习的发生。]
Step2 guessing
T: What are they doing?
S: They are having a party.
T: Yes, they are having a special partyfor Snow white. So dwarfs brought some presents for her. Guess, What presentsare in it?
S: Is it a cake/ bike/ some flowers/…
T: No. I don’t think so. It’s not special/nice/… enough.（如果学生猜不中的话,用恰当的形容词
They are too boring/…在这二个句型中阐述为什么不会是这个礼物的理由）
S: Is it a watch/ necklace/ scarf/…?
T: No. I don’t think so. It’s too personal. In foreign countries,people don’t givetheir friends these gifts such as ring, scarf, watch, necklace, because theyare too personal…. (如果学生猜到的是一些很私人化的礼物时，向学生渗透中西方文化的差异)
S：Is it an album/ a camera/ …?
T: Yes. It’s very useful/ interesting/ special/ …（如果学生猜中的话用恰当的形容词在这句型中对这礼物进行评价）
[设计意图：通过猜测，尽量让学生自己口中吐出新语言，培养学生自主学习英语的能力，激发学习兴趣。同时在学生猜的时候，老师用形容词对礼物做评价并板书，最后学生猜不出的礼物老师幻灯显示，同时教授新词汇，并问学生如何看待这个礼物，立即创造条件让学生模仿前面老师的语言对这些礼物作出自己的评价。]
Step3 Chant
T: Snow white is very happy to get thesepresents. So she made a very nice chant:
Calendar, calendar, can be a gift.
Can be a gift, an interesting gift.
T: Can you make a chant like this?
S: make their own chants like this:
Album, album, can be a gift.
Can be a gift, a special gift.
… , …. Can be a gift.
Can be a gift ,a … gift.
[设计意图：通过自编一首非常有韵律的chant，巩固前面所学的关于礼物的词汇以及对礼物做评价的形容词，使学生感觉很新鲜，也使学生兴趣高涨而积极参与。]
Step4 Make sentences longer
T: Great , you all can make nice chantlike Snow white. And Snow white is also good at making sentences longer andlonger, can you do as well as her? You can do it in a group like this:
S1: Bike can be a gift.
S2: Bike can be a useful gift.
S3: Bike can be a useful gift for mysister.
S4: Bike can be a useful gift for mysister because she goes to school by bike.
S5: Bike can be a useful gift for mysister because she goes to school by bike, but she has had one.
Ss work in a group then say the sentencesone by one according to the following model:
S1: … can be a gift.
S2: … can be a special/… gift.
S3: … can be a special/… gift for my mother.
S4: … can be a special/… gift for my mother because she …
S5: … can be a special/… gift for… because she … , but…
[设计意图: 通过小组合作来使句子由短变长，形式新颖，学生全员参与，为接下来的活动中学生能有丰富的语言埋下伏笔。]
Step5 listening
T: Snow white has many other friends, whatare they talking about?
Let’s listen to 2a.
Listen again and do 2b.
Listen and repeat. [设计意图：给学生模仿朗读地道英语的机会，并且在朗读过程中用手势对学生重音、语调等进行指导，养成正确朗读的习惯。]
T: If you want to ask for suggestions. Howcan you ask?
S: What should I get for her birthday?
T: Do you know how to give suggestions?
S: Why don’t you / Why not…+V原形 ?
How about / What about…+V-ing/名词?
T: How to give comments?
S: That’s/They are too…
That’s/ They are not … enough.
That’s/ They are very…
[设计意图: 由于征求意见和提供建议的句型中均没有新词，学生之前也曾在练习中经常出现这些句式，所以让学生通过听力材料自己去寻找句子如何征求意见和提供建议，培养学生通过自主学习归纳总结的能力。]
Step6 pairwork
Show two of her friends(一老一少，一男一女).
T: They are having a birthday party nextSunday. She doesn’t know what she should get for her friends. Can you help her? Ssmake a dialogue between Snow white and her friends.
Snow white: What should I get for her/ hisbirthday?
Friend: Why don’t you / Why not…
How about / What about…?
Snow white: That’s/They are too…
That’s/ They are not … enough.
That’s/ They are very…
Friend: …
[设计意图：通过pairwork 让学生巩固句型，让学生体验成功.同时我选择的二个朋友是有性别差异和年龄差异，目的在于培养学生针对不同的性别和不同的年龄能够做出合适的礼物选择。]
Step7 Writing
T: Good suggestions. Snow white got someother suggestions from her friends. What are they? Please read and fill in theblanks.
Ss fill in the following passage:
It’s my friend’s birthday tomorrow. I want to _____ him agift, but I have no idea. Tony said, “Why ______ you give him a pen?” Mary said, “Why ____ give him a CD?” Sally said, “What _____ a book? ” Jack said, “How about ______ him a dictionary?”
[设计意图：既是将本课时的重点语言项目从口头到笔头的落实，也是通过不同的方式巩固目标语言。]
Step8 Group work
T: Snow White has so many friends becauseshe is always kind to others. We should learn from her- love our friends andlove our parents. May 13th is Mother’s Day. What will you do for your mothers?Please make a dialogue in group of four.
Ss make a dialogue like this:
A: Mother’s Day is coming. What should I get for mymother?
B: Why not …?
A: Oh, …
C: How about …?
A: …
D: …
A: Where can I buy it/ them?
B/C/D: Why don’t you go to …
…
T: No matter what you will give to yourmother. I’m sureshe will be happy. You see gift can’t be everything, but everything can be agift.
[设计意图: 该环节可让学生展示自我，拓宽运用英语能力，把所学的知识在实际交流中进行运用,实现新课程倡导的“为用而学, 在用中学,学了就用”，从而提高学生综合运用英语的能力。选择母亲节来临为母亲选择礼物这一话题也是借此机会对学生进行感恩教育，并在学生的热烈讨论中告诉学生gift can’t be everything, everything can be a gift.使学生的情感得到升华。]
Step9 Summary
T: What have we learned in this class?
Presents/Gifts Comments Suggestions
album special Why don’t you …
bicycle useful Why not … +V原形
calendar interesting How about …
scarf personal What about … +V-ing/ 名词
Camera expensive
[设计意图：此环节的设计，有助于理清脉络,进一步巩固所学知识。]
Step10 Homework
1. listen to 1b （do 1b and imitate ）
2. Write down your dialogue
3. Surf the internet about the differencesof gift giving between China and foreign countries.
[设计意图：作业1听力，由于1b听力和后面的2a相似，所以课堂上不再重复做，将其留做课后作业，上课下课时刻关注学生听力能力的培养和训练。2是将学生课堂上的说落实到课后的写。3是让学生通过自主学习，了解中西方文化的差异。]
Step11 Blackboard Presentation

Unit 8Why don’t you get her a scarf?
Period 1(1a-2c)
presents/gifts comments What should I getfor her birthday?
album special Why don’t you…
watch personal Why not… +V原形
calendar cheap What / How about…+V-ing/名词
CD interesting That’s(They’ are) too personal/boring/…
camera expensive That’s not beautiful/interesting/… enough.
bike useful That’s very special/…
……
[设计意图: 把重点的内容按一定的条理罗列在黑板上，使学生对所学内容清晰，明了, 进一步了解本课的重点所在。]

Why don’t you get her a scarf?Section A说课稿
教学目标:
1.知识目标:
A.词汇：复习或新学物体名词及描述性形容词
scarf, tennis balls,dictionary, CD, camera, bike, calendar, photo album,
boring, expensive,cheap, special, personal, creative
B.句型：掌握下列句型
What should I get mysister? Why don’t you get her a camera?
How ( What)about sometennis balls?
That’s too boring. That’s not creative enough.
2.能力目标：通过所学句型，熟练地征询建议和提出合理性建议，并能准确地发表自己对某物某事建议的评估。
3.情感目标：学习内容及谈话的主题贴近学生的生活，激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动；另外也培养同学之间和睦相处，团结合作的团队精神。
教学重点及难点：
重点：
1.学习运用重点句型 What should I get her for her birthday?
Why don’t you get her a scarf?
2.学习使用描述性形容词
难点：get sb sth 在特殊疑问句中的应用，Why don’t的正确使用
过程与方法：
1.采用教学图片幻灯片实物展示来展开课堂pairwork问答式的口语交际活动和小组活动。
2.师生互动来带动生生互动，并由点带面，又由面带动整体，最后达到全体同学之间的交流，
2.运用Discussion 和Classifying的学习策略来引导学生们进行听力和口语交际训练。
3.应用拓展:采用辩论归纳和总结的方式引导学生们了解不同的场合不同的人物适合送不同的礼物。
教学设计:
教学环节一.情景创设,导入新课
1.教师出示实物教学图片或放映幻灯片，复习旧单词,引入新单词。
教师提问:Now please look at these things. First,can you tell me what they are?
学生按顺序回答: It’s a scarf/CD/bike/photo album/…
教师提问:Now, which do you want if it’s a gift for you?
And which one don’t you want? And why?
(学生们自由发言,各抒己见)
同时展示物体,让学生们跟读物体名词及描述性形容词。
2.引导学生们读(1a)的内容，将描述性形容词与物品一一对应,完成(1a)内容。
3.引入句型及对话,展开课堂问答式的口语交际活动和小组活动。同时引导学生们使用所学句型谈论自己关于礼物的喜好，可采取师生互动带动生生互动的方式。
教师导入情景：Ａbout the gift, you have different ideas.So now I have a problem. I hope I can get your help. Tomorrow is my sister’s birthday. What should I get her for herbirthday?(反复重复，让学生们跟读)
个别同学提出自己的建议（所用句型可以是不同的）
For instance:
S1:I think a scarf isOK.
S2:You should give her aC D.
S3: I Think it’s better to give her a ball. …
教师提问原因：Why? Or Why don’t I get her a camera?(反复重复)
同学回答，应用描述性形容词。
4.学生以小组为单位进行辩论，教师帮助学生们使用第三人称做主语进行提问
应用句型：What should our teacher get her sister forher birthday?
I think he should …. How about …?
Why doesn’t he get her a …?
教学环节二．师生互动，完成听力训练任务
1.播放（1b）部分的录音，引导学生完成（1b）的教学内容。
2.播放（2a）部分的录音，引导学生选出正确的答案，完成（2a）。
3.重放（2a）部分的录音，在表格中填入对话中涉及到的物体及描述性形容词，完成（2b）部分的听力训练任务。
在此过程中讲解对话里enough修饰形容词的用法，并进行适当的练习。
教学环节三．合作交流，巩固提高
1.引导学生展开Pair work活动，完成(2c)部分口语交际的教学任务
设想父母朋友兄弟姐妹要过生日了，根据他们不同的爱好，选择不同的礼物
教师导入：Think of a friend or a family member whois having a birthday soon. Then discuss with your partner what to get thisperson.
2.学生们展示对话，教师要对错误进行纠正。
归纳上述学生对话中提到的人物及礼物名称，教师总结：
When we give a gift to someone, we had better give somethingthat he or she likes.
A same thing can’t be given to different people for theirbirthdays.
教学环节四. 应用拓展，课外探究,德育渗透
教师引导学生们以小组为单位讨论一个他们所熟悉的名人，并探讨送他们什么礼物，而且要模拟购物和送礼物的场景。
（接上一环节）教师导入：Now most of you are some famous persons’ fans. You often want to give something tohim or her. But what should you get him or her when you meet them? And how canyou send it to him or her? Or what will you say to him or her? Now please worktogether in groups and act it out.
（教师可以参加讨论也可扮演一个名人，总之要参入到学生的活动中。）
教学环节五. 布置作业
每个小组对比其他组的对话找出优点与欠缺的地方,修改自己的对话,并把抄好的对话放入成长记录袋里.
Section A(第二课时)
教学目标:
1.知识目标:
Ａ.语法：现在完成时的用法
Ｂ.句型：What’s the best gift Joe has ever received?
2.能力目标: 通过所学句型能熟练地正确表达自己收到的最好礼物及何人在何地赠送
3.情感目标：学习内容和话题从学生的生活出发，使每个学生都能参入进来，都有话可说，以此激发学生学习英语并使用英语的欲望和兴趣;正确引导学生们树立正确的消费观念.
教学重点及难点：
重点：重点句型What’ the best gift Joe has ever received?
What’s the best gift you have ever received?
难点：现在完成时的用法
过程与方法：
1.通过图片，物体实物和听力练习熟悉所学句型
2.以Pairwork 和Groupwork形式反复练习，来展开课堂问答式的口语交际活动
3.采用Discussion and Guess的学习策略调动学生的积极性
教学设计：
教学环节一.情景创设，由复习旧课导入新课
1.教师出示实物，教学图片或幻灯片引导学生进行Pairwork。复习上节课内容（物体名词，描述性形容词及句型）
教师导入：There’ re some gifts here. Whatdo you think of them? Talk about it with your partner．
学生活动：S1 : What is that?
S2: It’s a camera./ photo album/---
S3: What do you think ofit?
S4: I think it’s too expensive/personal/not creativeenough/…
2.教学新句型：
教师展示一件礼物，导入新课：Now it’s a photo album. Among all the gifts thatI received, I like it best. Because it’s my classmate_____ Zheng Yifan who gaveit on my fourteenth birthday. And I put a lot of old photos in it. I oftenlooked at them when I missed my middle school classmates.(Say it again andagain and ask them to answer questions.)
师生互动：
A: T: What’s the best gift I have ever received?
S1: It’s a photo album.
T: When did I get it?
S2: On your fourteenthbirthday.
T: Who gave it to me?
S3: Your classmate______Zheng Yifan.
（反复重复每个问句，慢慢让学生们熟悉，并讲解第一个问句．）
B: 用相同句型询问不同的学生同时让学生展示物品：
T: What’s the best gift you have ever received?
S4: It’s a pet dog.
T: When did you get it?
S5: On my tenthbirthday.
T: Who gave it to you?
S6:My father.
教学环节二．合作交流，师生互动，互相探索
1.学生进行Pairwork对话练习，运用第二人称进行互动交流
要求：记住伙伴所说的内容，为下一环节做准备
2. 针对以上活动内容运用第三人称进行师生互动和生生互动
(1)Make the conversation in groups.
教师先找个别学生询问,
T: What’s the best gift your partner has ever received?
S6: A bike.
T: When did she get it?
S6: She got it on her tenth birthday.
T: Who gave it to her?
S6: Her father.
之后，组织学生们以组为单位交换伙伴，用以上句型互相询问第三人的情况．（运用第三人称）
3.用所学知识进行应用练习，完成（3a）内容
Student A looks at theform in (3a). Student B turns to page 87.Exchange information and fill in thechart.
教学环节三. 巩固提高，实践应用
1.根据完成之后的表格，引导学生用陈述句的形式分别介绍Joe, Maria, Tom, Vera有关的内容,进行给材料口头作文的练习．
2.Play a game.引导学生们完成(3c),调动积极性.
Tell the class what I amgoing to do for someone’s birthday. Then ask the students to guess the person.
For instance:
T: I’m going to buy a special gift for someone.Can you guess who it is?
S1: Is it someone in your family?
T: Sorry, it isn’t.
S2: Is it someone in ourclass?
T: Yes, it is.
S3: Is it an old person?
--- ---
教学环节四．知识的深化拓展与所学知识的综合运用，德育教育的渗透
放映一段有关学生之间送礼的录象或调查报告,让同学们自由评述现下送礼成风和送礼贪大贪贵的现象及讨论作为一名中学生应如何对待。
教学环节五. 布置作业
作文：针对上述讨论内容，以自己或身边的人发生的事为例阐述自己的观点。

Why don’t you get her a scarf?第一课时说课稿
一、教材分析
本单元的话题是赠送礼物，通过学习本单元（第一课时）要求学生掌握如何给别人提建议和意见，并学会谈论和比较不同的东西和事物以及为不同的人及不同的事件选择合适的礼物，了解一些有关社会交往的习俗。从中慬得别人对自己的爱和学会爱别人。
二、学生分析
八年级的学生经过一年多的学习，己掌握了一定的词汇和语法知识，具有一定的口语交际能力。本单元的内容比较贴近生活，学生对“礼物”这一话题也颇感兴趣，日常用语运用得心应手，可以直接进入主题。本班大部分学生基础较好，但还有一部分学生胆子小，易紧张，成绩差。在学生的活动中，我充分利用了学生对“礼物”的兴趣，不仅提高了学生学习效果，成功掌握知识，还使智商一般，成绩一般的学生由于内在的学习兴趣的推动，继而产生强大的学习动力，经过努力，他们开始有了自信，有学习中找到自己的位置。
三、教学目标
1、教授课本中出现的词汇、知语
2、教学生掌握如何给别人提建议和意见
3、教学生学会谈论和比较不同事物并作评价。
四、教学过程和步骤
1、布置任务
①要求学生以4人一小组，用已学过的知识思考、讨论在日常生活中如何挑选礼物并根据个人的爱好，礼物的种类、价格作相应的评价。
②示范（教师拿出事先准备好的礼物，叫一些口语表达能力较好的学生一起演示，使全班学生都清楚怎样操练）
例如：
T：This is a gift that my friend gave meon my birthday . Do you like it? What do you think of it?
S1:It’s interesting.
S2:It’sbeautiful.
T:Do you think it is cheap or expensive?
S3:Ithink it is expensive.
T:That is right . You’re smart. What do you think of this camera?
S4:It’suseful.
S5:It’sboring.
S6:It’scheap.
T:Yes. All of you are right. Different persons have different opinions. Tomorrowis my mother’s birthday. Do you think what I should get her.
S7:I think you should get her a scarf, because it’s beautiful and cheap.
S8I think you should get her some flowers. Because flowers look so beautiful. Youmother will like them.
T:Sounds good! Thank you. When we give sb. some aduice, we can use the sentenses:How about…? What about …? Why don’t you…? For example, How/What about a scarfWhy don’t you get her some flowers?
2、语言提示（教师一边示范，一边用投影映出）
Gifts: Givecomments:
camera interesting
watch beautiful
flowers boring
CD personal
tennisballs creative
scarf cheap
dictionary expensive
album special
Make suggestions:
Howabout…?
Whatabout…?
Why don’t you…?
Make suggestions:How about…?
Whatabout…?
Whydon’t you…?
3、小组活动①
4人一组对话，并互换角色，小组活动后，抽查几个小组为全班演示。
4、听力训练
①打开课本P60 1b 听录音。播放第一遍录音时，要求学生根据听到的评论按顺序标出序号。第二遍时，要求学生写下对话中出现的提建议的句子。并检查学生的答案。
②小组活动②
要求每一位同学与自己的同伴做结对练习，用所学的提建议和评论的句子编一组对话。例如：
A:What should I get my daughter for her birthday?
B:How about a doll?
A:No,it’s too boring.
B:What about some sweats?
A:No, they’re bad for teeth.
B:Why don’t you get her a storybook?
A:That sounds good.
③P61 2a听录音，让学生判断赠送礼物的不同对象，再播放一次录音（2b）要求学生在表格中填写建议和评价。
④小组活动③学生以2人一组，谈论某个人将要过生日了，你打算给他/她买什么样的礼物？为什么？
这次活动不仅让学生在对话中巩固已掌握的目标语言，而且能让学生学会一些新的语言句式。例如：
A:It’s my mother’s birthday soon. What shouldI get her?
B: How about a calendar?
A: No, that’s not special enough.
B: What about a scarf?
A: No, that’s too personal.
B: Why don’t you get her an album.
A: Sounds good.
5、小组活动④发给每个同学一张表格，要求每一位学生在规定的时间内按照自己的见解把不同的礼物写在不同的评价栏中，而且在每一栏中再多添加一些礼物。
Scarttennis ball dictionary CD camera bicycle
CheapExpensive Boring Interesting
最后，比一比，赛一赛，看谁在规定的时间内填写得最快，添加的词汇最多，谁就得奖品。
6、语法项目小结
What should I get my sister?
What about a scarf?
That’s too personal.
How about some tennis balls?
They’re too cheap.
Why don’t you get her a camera?
That’s not interesting enough.

Why don’t you get her ascarf?Section B1a-2c说课稿
（一）学生分析
本班的学生以中等学生为主，第八单元新的语言点比较少，学生较易掌握。但是学生们的听说能力有限，而这节课又以听说为主，所以在课堂设计时，为了激发和培养学生学习英语的兴趣，使学生树立自信心，在教学时，充分利用多媒体，图片等，使英语学习与学生的实际生活更贴近，让他们从中获得成功感要设置一些活动任务等，有意识的渗透口语和听力的技巧，有目的的提高学生的口语和听力能力。
（二）教材分析
本课是人教版新目标英语八年级下册Why don’t you get her a scarf?
第三课时。本单元的中心话题是本节课围绕动物展开教学活动，着重培养学生听与说的能力，学会评论事物，并使学生更多了解动物，关爱动物，珍惜动物，保护动物。主要语言结构为：掌握how about…？ Why don’t you…？ It’s easy to …等句型和主要短语如take care of, too…to等的用法。通过本课的学习进一步培养学生的爱护动物爱护环境的意识和综合语言运用能力。
（三）单元学情分析：
本节课的主要话题内容贴近学生的日常生活，谈论喜欢的动物并做出相应的评价，说出自己的理由，学生有话可说，是一节较好的听说课，以人际交往实践为情景、为突破口，培养学生的语感，发展听说读写技能，发展交际策略，让学生“为用而学，用中学，学了就用”。以 “任务”为教学的主要手段，学生在完成任务的过程中练习目标语言，提升交际能力。
（四）教学目标：
1、Teaching contents:
Go for it! Grade 8 （B）Why don’t you get her a scarf? Section B（1a-2c）
2、Teaching goals:
（1）Talk about animals
（2）Give a comment about something, andgive reasons.
（3）Ask students to protect animals.
3、Teaching points and difficulties
（1）Talk about animals
（2）Give a comment about something, andgive reasons.
4.Emotional goal:
Educate students to care for andprotect animals .
（五）教学策略
采用"任务型"教学法、情景教学法，让学生为完成任务获得必须的知识、能力、信息和情感理解，最后小组合作选出心中最喜爱的动物，实现了任务目标、提高英语表达和交际能力，提高学习兴趣和自信心。
教具：recorder powerpoint
教学过程：
Step1. Warming up ---enjoy a song anda movie.
Step2. Presentation
Present some animals to the studentsone by one and learn the new words.
Step 3 A guessing game.
Ask the students to guess what animalis it by the descriptions of some animals.
Step4. Lead-in
Focus on the key words of animals.
Step5. Pairwork---Focus on key pointsof the descriptions and comments of some animals.
Step 6.Listening
Listen and number the animals youhear.
listen and match.
Check the answers.
Step7. Exercises about key words andexpressions.
Step8. Groupwork:
Interview: What do you think is thebest pet for these people?
Students work in group of four andinterview the people in the classroom, and then do a report.
Step 9.Extension-Love animals, protectour environment
Show some pictures about animals.
Read a poem about loving animals.
Step 9. Homework ---Surf the internetand find out the animals in danger and think about what we should do for them.

Why don’t you get her a scarf?SectionB3a-4说课稿
一、课前分析
1.教材分析：
我们现行使用的课本是在新课程理念下的新版课本。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者”“促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，也就会把学习当作一件乐事。新教材部分内容与实际生活脱节，新目标英语吸收并采取了美国人在教育方法和教学理念上的不少优点，但其中不少章节只是将美国教材的内容稍做改动，甚至是直接搬过来的，教师在备课时需要自己精心编排方能授课。
本课是新目标英语八年级上册Unit8 Why don’t you get her a scarf？第三课时Section B 3a-4，本单元的语言目标是学会运用一些重要词组，来表达和感受向他人馈赠礼物，增进友谊。新教材更加贴近生活、贴近学生，使之与学生的实际生活密切联系，从而使学生对所学知识产生兴趣，激发其学习英语的动力。新教材的操作难度大，加大了教师的备课与授课难度。新目标英语每个单元都围绕一个具体的话题展开，有其一定的创新度，这也是它价值之所在。
2.学情分析：
在前一节课学过相关的礼物及形容词的词汇基础上，总的来说，进行类似语言活动时，学生都能积极参加，并且表现的落落大方，学习基础较好的学生合作意识强，大胆参与课堂活动，在课堂上有一种引领做作用。基础较差的学生，会在小组合作中，树立信心，敢于表达。作为教师要鼓励他们大胆用英语表达自己，学会用英语思维。
二、教学案例
1.教学目标：
（1）知识目标：
掌握提建议的表达法Why don’t you……？Why not……？
学会表达应该给别人买什么礼物，如何比较物品的品质。
（2）能力目标：培养阅读能力和写作能力，要求学生能读懂阅读文章，并会做阅读题。锻炼学生作文表达能力，力求大多数学生能写出意思明白的小短文。
（3）情感目标：通过学习本课，学生向他人馈赠礼物，增进友谊，而且通过小组合作学习，培养合作精神和合作意识。
（4）文化意识目标：通过学习如何赠送礼物，对比中西方文化的不同之处。
（5）学习策略目标：通过提供建议，发表见解等的对话，培养学生与人交往和沟通的能力。
2、教学重点
（1）掌握本课时词汇personal, special, comment and so on .
（2）掌握本课时句型What should I get my mom for her birthday?
3、教学难点
用所学语言给他人提供建议并对他人所提出的建议作出评价。
4、教具：录音机，配套磁带，多媒体课件、生日礼物。
5、教法：任务型教法、情景教学法。
6、教学过程：
Step1 Warming up
T: It’s really a specialclass for us. There are so many teachers and parents here. Are you nervous?
Let’s watch a movie torelax ourselves.
[设计意图：通过一段白雪公主开party 的录象导入新课，立刻调动起学生的参与性，启动学习的发生。]
Step2 Guessing
T: What are they doing?
S: They are having a party.
T: Yes, they are having a specialparty for Snow white. So dwarfs brought some presents for her. Guess, whatpresents are in it?
S: Is it a cake/ bike/ someflowers/…
T: No. I don’t think so. It’s notspecial/nice/… enough.（如果学生猜不中的话, 用恰当的形容词在这二个句型中阐述理由）。
S: Is it a watch/ necklace/ scarf/…?
T: No. I don’t think so. It’s too personal. Inforeign countries, people don’t give theirfriends these gifts such as ring, scarf, watch, necklace, because they are toopersonal…. (如果学生猜到的是一些很私人化的礼物时，向学生渗透中西方文化的差异)
S：Is it an album/ acamera/ …?
T: Yes. It’s very useful/interesting/ special/ …（如果学生猜中的话用恰当的形容词在这句型中对这礼物进行评价）
[设计意图：通过猜测，尽量让学生自己口中吐出新语言，培养学生自主学习英语的能力，激发学习兴趣。同时在学生猜的时候，老师用形容词对礼物做评价并板书，最后学生猜不出的礼物老师幻灯显示，同时教授新词汇，并问学生如何看待这个礼物，立即创造条件让学生模仿前面老师的语言对这些礼物作出自己的评价。]
Step3 Chant
T: Snow white is very happy to getthese presents. So she made a very nice chant:
Calendar, calendar, can be a gift.
Can be a gift, an interesting gift.
T: Can you make a chant like this?
S: make their own chants like this:
Album, album, can be a gift.
Can be a gift, a special gift.
…,…，Can be a gift.
Can be a gift, a … gift.
[设计意图：通过自编一首非常有韵律的chant，巩固前面所学的关于礼物的词汇以及对礼物做评价的形容词，使学生感觉很新鲜，也使学生兴趣高涨而积极参与。]
Step4 Make sentences longer
T: Great, you all can make nicechant like Snow white. And Snow white is also good at making sentences longerand longer, can you do as well as her? You can do it in a group like this:
S1: Bike can be a gift.
S2: Bike can be a useful gift.
S3: Bike can be a useful gift formy sister.
S4: Bike can be a useful gift formy sister because she goes to school by bike.
S5: Bike can be a useful gift formy sister because she goes to school by bike, but she has had one.
Ss work in a group then say thesentences one by one according to the following model:
S1: … can be a gift.
S2: … can be a special/… gift.
S3: … can be a special/… gift for mymother.
S4: … can be a special/… gift for mymother because she …
S5: … can be a special/… gift for… because she … , but…
[设计意图: 通过小组合作来使句子由短变长，形式新颖，学生全员参与，为接下来的活动中学生能有丰富的语言埋下伏笔。]
Step5 Listening
T: Snow white has many otherfriends, what are they talking about?
Let’s listen to 2a.
Listen again and do 2b.
Listen and repeat.
[设计意图：给学生模仿朗读地道英语的机会，并且在朗读过程中用手势对学生重音、语调等进行指导，养成正确朗读的习惯。]
T: If you want to ask forsuggestions. How can you ask?
S: What should I get for herbirthday?
T: Do you know how to give suggestions?
S: Why don’t you / Why not…+V原形 ?
How about / What about…+V-ing/名词?
T: How to give comments?
S: That’s/ They are too….
That’s/ They are not … enough.
That’s/ They are very….
[设计意图: 由于征求意见和提供建议的句型中均没有新词，学生之前也曾在练习中经常出现这些句式，所以让学生通过听力材料自己去寻找句子如何征求意见和提供建议，培养学生通过自主学习归纳总结的能力。]
Step6 Pairwork
Show two of her friends(一老一少，一男一女).
T: They are having a birthday partynext Sunday. She doesn’t know what she should get for her friends. Can you help her? Ss make a dialoguebetween Snow white and her friends.