英语人教版八年级下册Unit4 SectionA Periond1.doc

Unit4 Why dont you talk to your parents? Section A Period 1 教学设计执教者 李婷婷一、 解读理念1. 问题引领：设计专题问题，贯穿本课始终，使学生一目了然，带着问题进行学习和活动。2. 关注学优生和学困生：始终坚持面向全体学生，学优生和学困生分工不同，任务不同，但是参与课堂的热情是相同的。3. 真实情境再现：引入发生在学生身边的真实情境，激发学生兴趣，解决实际问题，使学生学有所用。4. 德育渗透：The roses in her hand, the flavor in mine.赠人玫瑰手有余香，学生乐意帮助别人。二、 学情分析八年级的学生，师生配合越来越默契，学生基础普遍薄弱，口语表达能力和笔头扎实程度都有待提高。语言表现力和语音、语调的准确性上还有欠缺，需要教师和学生一起学习提高。所以在本课的设计上采用分小步走的策略，整合课本信息，降低难度，创设贴近我班学生实际情况的情境和任务，采取听、说、读、写多种形式反复练习目标语言，学优生帮助学困生一起合作学习。三、教材分析（一）、内容标准1、技能：能听懂有关熟悉话题的谈话，并能从中提取信息和观点。能用短语或句子对所展示的图片进行描述，编写简单的对话，参与小组合作和小组展示活动。 2.情感态度：对英语学习表现出积极性和初步的自信心。能在英语交流中注意并理解他人的情感。3.学习策略：能尝试使用适当的学习方法，克服学习中遇到的困难。 4.文化意识：在交际中注意到中外交际习俗的差异。（二）、教学目标： 1. 语言知识目标：1) 学习并掌握以下单词和句型：wrong, guess, deal, work out, look through, allow sb. to do sth. Whats wrong? I have to study too much so I dont get enough sleep. What should I do? You should talk to your parents./Why dont you talk to your parents？=Why not talk to your parents？ Its not a big deal. Hope things work out.2) 学习并掌握以下用法：（1）能够运用所学知识谈论问题和困难、提出建议并做出选择； （2）能根据对方所提出的问题，给出一些合理的建议。2. 情感态度价值观目标：1)培养学生良好的合作意识，鼓励学生大胆表述自己的问题。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。2)德育渗透：The roses in her hand, the flavor in mine.赠人玫瑰手有余香。（三）、教学重难点1. 教学重点：1) Talk about the problems. 2) Learn the new language points. 2. 教学难点：1)能根据对方所提出的问题，给出一些合理的建议。 2)学会表达建议的一些方式。3)合作解决情境任务。四、教学过程Activity One：Warming-up.问题引领：“Whats your stress?” “How do you deal with stress?”1. Ask and answer in class.2. “Watch a video”. Question: How do they deal with stress?T: “Problems cause stress. Lets find problems and work them out.”【设计意图】从谈论学生学习、生活上存在的普遍问题导入新课，同时观看视频，国外青少年是怎样处理这些问题的。借助图片和视频引发学生的思考，进入话题情境的学习。Activity Two：Presentation and Listen.问题引领：“Whats wrong with you?” “What should I do?”1. “Whats wrong with you?” Ss learn problems in 1a： get into a fight, dont allow to hang out with friends, dont get enough sleep, have too many after-school classes, dont have any free time to do things I like。2. “What should I do?”Ss learn how to give advice.Drills:You should call him up and say youre sorry.Maybe you should talk to your parents.Why dont you go to sleep earlier this evening?Why not talk to your parents?Why dont you tell your parents that you want some free time to do things you like?3. Make a summary.-Whats wrong?-IWhat should I do?-You should/Why dont you?=Why not?教学活动：在图片和目标语言的引领下，学生学习1a的问题和1b的解决办法，并以多种形式进行学习。有齐读、男女生分角色朗读和两人小组合作。同时德育渗透：The roses in her hand, the flavor in mine.赠人玫瑰手有余香。学优生：能用英语展开对话，对话内容要有延伸性，担任小组合作、讨论的组织者。学困生：用英语回答提问，可用1a、1b内容进行对话，同时积极参加小组讨论。【设计意图】以问答呈现问题和解决的办法的形式是对课本1a和1b部分的整合。因为本课是听说课，需要学生大量的听说练习，而1a原本的设计是陈述句，便于学生思考，不利于学生活动。整合以后学生就可以展开对话，谈论练习中就习得了语言。Activity Three: Listening comprehension and Groupwork问题引领：“Whats wrong with her？”“Is it serious or not for you?”1. Learn 1b. “Whats wrong with her？”Listen and circle the problems you hear in 1a. Check the answers. Learn how to use: study too much, too much homework, too many classes2. Match problems and advice together. Check the answers.3. “Is it serious or not for you?” Learn new phrase big deal4. Groupwork Learn new word guess.教学活动:听力训练，在准备Groupwork的过程中处理2d的重点词句，以Groupwork形式练熟，既复习了目标语言，也为学习2d做铺垫。同时德育渗透：The roses in her hand, the flavor in mine.赠人玫瑰手有余香。学优生：能听懂对话练习，完成听力练习，同时展开小组活动，担任小组活动角色表演的组织者。学困生：能听音模仿即可，完成听力练习，同时积极参加小组的角色表演。【设计意图】听力后的连线搭配和groupwork的活动设计都是为了进一步练习目标语言，为本课最后生成的任务做语言准备。Activity Four: Role-play and Production问题引领: “Who has the problem? Dave or Kim?” “Whats wrong with Kim?” “What advice does Dave give to Kim?” 1. Listen and answer the question.2. Read the conversation and answer the question.3. Listen and repeat.4. Main points of 2d.5. Role-play the conversation教学活动：问题引领学生深入学习2d对话，根据录音跟读课文，两人小组分角色练习展示，用ppt总结语言要点，小组活动。继续德育渗透，让学生意识到互帮互助使问题迎刃而解。学优生：能自己总结语言要点，同时展开小组活动，所编对话要求在坚持中心主题的情况下有拓展性内容，担任小组活动角色表演的组织者。学困生：能够听懂、记下语言要点，同时积极参加小组的活动。【设计意图】从听录音回答简单问题到学生两人角色扮演对话，学习任务的设计层层深入，使学生学会使用目标语言，完成本课最后生成的任务。Activity Five: Show Time问题引领：“How can I get to the park?”“How can I get the money?”1. Show Ss pictures as clues to fill in the blanks of the conversations.2. Check the answers together.3. Practice in groups.4. Act out your groupwork.教学活动:小组合作，根据图片提示补全对话，以小组为单位练习并展示。同时德育渗透，让学生意识到遇到困难积极解决，良好的沟通是保障。学优生：带领全组同学补全对话，分配角色任务，担任小组角色表演的组织者，给学困生以示范和帮助。学困生：能根据图片提示和同伴的帮助下补全对话，同时积极参加小组的角色表演。【设计意图】这是本课的亮点，选择学生感兴趣的摩拜单车作为活动任务，学生运用所学语言解决实际问题，做到学以致用。这样设计也丰富本课的活动类型，使听说课也能兼顾笔头练习，夯实学生基础。Activity Five: Exercises and Homework1. Exercises:一、根据句意及音标填写单词。1. Whats _ r with your watch?2. My parents dont _la me to hang out with friends.二、用所给词的适当形式填空3. He should _(buy) some flowers for his mother.三、单项填空( )4. There are _ rules at home. A too many B too much C much too D a lot( )5. Its not easy to find a new way to _the problem. A hand out B give out C work out D find out四、改写句子。6. Why dont you go shopping with us.(改为同义句)_ _ go shopping with us?五、根据汉语意思完成句子。7. 马上写信给他，以便于他能及时了解情况。Write to him at once_ _ he may know in time. 8. 女孩出错了，不过也没什么大不的。The girl is wrong, but its not a _ _.2. Homework：1) Remember words and phrases.2) Role-play 2d.3) Write down your own problem.教学活动:学生完成课堂检测，教师对答案讲解。布置分层作业，学优生和学困生选择完成。【设计意图】 讲解完检测题后，让学生反馈做题情况，有助于教师对学生掌握程度的把握，为今后的课堂设计做准备。作业分层，照顾各层次学生的学习需求，使学生全员参与。五、板书设计Unit 4 Why dont you talk to your parents?Section A Period 1work out -Whats wrong?allow sb. to do sth -IWhat should I do?study too much -You should/Why dont you?too much homework =Why not?too many classesThe ros