英语人教版八年级下册review.doc

Review of Unit 4 Why dont you talk to your parents? Section One Analysis of the Teaching Material1.Teaching Content所复习单元话题（Topic）是“Interpersonal communication(人际交往)”。功能项目（Functions）是“Talk about problems (谈论困难)；Give advice (提出建议）。所复习单元主要探讨当代中小学生所面临的种种压力和困境。重点复习用Whats wrong?/Whats the matter?/What happened to you?询问他人的麻烦；复习用What should I do？征求别人的建议；复习使用情态动词could，should以及Why dont you.？等句型提出建议；复习如何就别人的建议给出评价；主体阅读部分以After-school classes为话题，以不同的身份从各自的角度谈论了大家对此的看法，复习课在之前学习的基础上，让学生学会换位思考，帮助他们逐步建立正确、积极的生活态度和价值观。2. Teaching Aimsa. Knowledge Aims 会询问他人的困难 会谈论自己生活和学习中存在的问题 会给建议 会对建议给出合理的评价 会表达对某事的看法，并合理陈述理由b. Ability Aims 通过本堂课的复习， 可以准确使用目标句型； 通过分角色任务型话题讨论，对本单元所复习内容能够活学活用； 通过话题型写作学会用英语表达自己的观点，使本单元复习内容得以输出 和呈现； 通过小组评阅作文，养成发现问题、积极主动解决问题和给与合理评价的 能力。c. Emotional Aims 如果遇到问题主动与家人、朋友和亲近的人交流； 如果身边的人遇到问题，主动提供帮助； 如果生活中充满压力， 学会放松和缓解压力。3.Teaching key points and difficultiesa. Key points 引导学生对单元话题进行归纳梳理构建知识导图； 在归纳梳理的基础上灵活使用功能语言进行Pair work 和Panel discussion; 将写作训练渗透到话题复习的各个环节，为写作作铺垫。b. Difficulties 分角色任务型讨论，学生能否将Maybe you should learn to relax 中的内容变为自己的观点，做到有话可说，在此基础上达到语言能力的提升。 写作过程中如何谋篇布局、句式多样化和上下文过渡衔接自然。Section Two Analysis of Students 掌握了一些本单元的词汇和句型结构 渴望知识和想要表达自己的观点 能够写一些简单的句子 对于写作没有足够的自信 对作文的评分细则缺少了解Section Three Teaching Methods and Teaching Aids1.Teaching Methods 根据对学情的分析，创设与生活密切相关的情景，展开头脑风暴，对复习的话题进行引导性地输出。一方面，消除学生在最后一个写作环节上词汇不足的困难，让其写作所需的语言更加丰富多样化，另一方面，在各组交流讨论的过程中，学生之间互相学习，互为“支架”，在思维的碰撞中，体会丰富表达的途径和趣味。写作任务完成后，通过组内相互评价，既能帮助学生更好的掌握一篇好作文的量化标准，又能注意比较自己与同伴习作的异同。最后每组进行佳作推荐并交流展示，通过实物投影，全班还可以辨析组员的评价是否恰当，针对佳作中的一些错误，大家共同讨论修改对策。在整个教学过程中我将用到以下教学方式：Communicative Approach（交际教学法）Student-centered（学生为中心教学法）Scaffolding Writing (框架型写作模式教学法）2. Teaching Aids blackboard multimedia computer projectorSection Four Learning Methods Cooperative Learning methodSection Five Teaching ProceduresStep 1. Lead in : 1. As you know, I have to go to work so I dont have time to accompany and take care of my son on weekdays, and my parents always complain about that. What should I do?Purpose: To review the target language in a natural context.2. Whats your problem in your life or study ?Purpose: To revise the problems they learned in this unit.Step2. Pair work:Talk about your problems and ask for advice in pairsPurpose: To reinforce the target language for talking about problems and giving advice in a simple conversation.Step3. Free talk1. As a junior high school student, what is the most serious pressure you are facing now?2. What do you usually do to lower your stress?Sample : To lower my stress, Id like to do different kinds of activities. What I like best is to I also enjoy However, sometimes I might Purpose: To prompt Ss to think about what they do to cope with stress so as to prepare them for the subsequent activities.Show Ss some common activities people often choose to do on the screen.Q: What activities are negative and what activities are positive?Purpose: To help Ss establish the correct value orientation.Step4. Pre-writing( Preparation ) Topic: After-school classesFor what?Your parents opinionsYour opinions Purpose: To internalize the knowledge that they have learned from Section B 2b. Panel discussion:Are after-school classes good for children?Purpose: To encourage Ss to practice using the target language to express their opinions. To prepare Ss for a subsequent writing activity by giving them the opportunity to consolidate the ideas they have gathered so far.Step5. While-writingWrite an article to the magazine to express your opinions on after-school classes for children . Peoples different opinions about the topic.Your personal opinion.The introduction to the reason why I wrote.An beautiful ending.Purpose: To consolidate and output what they have learned in this unit. Step6. After-writingcheck in groups : . Read your article in your group . . Try to find out the mistakes and help to correct them. . Choose the best one in each group according to the evaluation sheet .OpinionsReasonsLogicG