英语人教版八年级下册Unit 4 2a-2d.docx

四川大学附属中学西区学校 八年级英语上册 Unit 4 Section A 2a-2d教学设计授课题目Uni 4 Why dont you talk to your parents? (Section A2a-2d)授课类型听说课授课教师张敏授课科目英语课时第2课时授课时间40分钟授课班级8.9班授课地点川大附中西区学校教学目标1. 知识目标：(1) 运用目标语言，谈论各种压力和烦恼，并给出建议。 A: Whats wrong with you? B: I had a fight with my best friend. / . What should I do? A: You could/should .(2) 5,6号能够熟练运用2a,2b听力信息来谈论“Peter的烦恼并给出合理的建议”；熟练朗读，借鉴，模仿2d对话。 1,2,3,4号能够以“Peter的烦恼并给出合理的建议”为基础，进行盘点提升，拓展输出2d 角色扮演。2.能力目标：(1) 所有学生能够通过充分观察主题图，大胆预测来获取信息，激发学生的英语思维。(2) 所有学生能够养成良好的听说习惯和听力策略：听力策略：听前浏览文本，勾画理解，预测答案；听中捕捉关键词；听后分析理解听力材料，理清人物关系，发散学生的英语思维。听说习惯：通过听力的输入，学习借鉴，并进行盘点提升，拓展输出自己的对话。3.情感目标：学习关心他人，提出合理的建议；学会包容他的的小错误，不拘小节。教学重点1. 正确使用运用目标语言，谈论各种压力和烦恼，并给出建议。 A: Whats wrong with you? B: I had a fight with my best friend. / . What should I do? A: You could/should .2. 熟练运用2a,2b听力信息来谈论“Peter的烦恼并给出合理的建议”；借鉴，模仿2d对话。 3. 通过充分观察主题图，大胆预测来获取信息，激发学生的英语思维；培养学生良好的听说习惯。教学难点以“Peter的烦恼并给出合理的建议”为基础，进行盘点提升，拓展输出2d 角色扮演。教学过程教学过程教师活动学生活动设计思路Step1 Greeting Greet Ss as usual;Step2 Lead in 1. Lead in by reviewing the problems on page 25. 2. T: Do you know my problem? Present my problems: I often stay up working until midnight, so I dont get enough sleep. What should I do ?3. Present the sentence structures of giving advice. Why dont you.? You can/should/could.Step3 2a1. Show the picture. T: Today, I want to introduce you two of my friends. This one is Peter. But whos the boy next to him? Guess: Whats the relationship between them? How do they feel? Guess: What happened between them?= whats wrong with them? T show the correct answer. 2. T: Peter is quite angry. So his another friend is giving him some advice. Pay attention to the 5 pieces of advice. Talk about them with Ss. Write down the key points on the b.b. Ss read the instruction together . Listen to 2a and write down “could” or “should” .3. Check the answers in class.4. T: Does Peter like his friends advice?Step4 2b Before listening:1. T: Why doesnt Peter like the advice? Pay Ss attention to the reasons.2. Ss read the reasons together and guess the answers. 3. One student to talk about his guessing and tell why. While listening:1. Play the recording of 1b. 2. Check the answers in pairs. After listening:1. Listen and repeat after the recording.2. Talk about the problem, advice and reasons Explain the different points.3. T: What do you think of Peter? Can you come up with other advice for Peter?Step5 2c1. Ss read the instruction and the conversation2. T help Ss to draw a conclusion3. Ss have a role-play.Step6 2d1. T show the picture and introduce Kim and Dave. T: Just now, we listened to Peters problem and his friends advice. Now lets listen to Kim and Dave. And while listening, you should answer the questions in your guiding paper.2. Listen and finish the task.3. Ss check the answers by reading the conversation.4. Check the answers with Ss and go through the conversation to tell why.5. Listen and repeat.6. Ss practice in pairs.7. T ask two more questions and Ss think about them. Does Kim like her friends advice? What do you think of Kim?8. Ss role play their conversations.Step9 Homework 仿照2d, 编写一段自己与partner的谈论烦恼和给出建议的对话。学生朗读烦恼。学生使用目标句型针对老师的烦恼提建议。学生关注主题图中的信息，了解对话的背景，进行听前的预测。朗读5条建议，理解其意思，做笔记。读题，听录音，完成2a任务。思考问题明确听力任务；听前预测，猜测答案，说说自己的理由。核对答案。跟读模仿语音语调。小组分角色练习对话。在老师的引领下挖掘出听力材料中的重难点，从而做到盘点提升。小组合作。盘点提升，学生进行角色扮演。听，理解老师的指令。听对话，完成任务。浏览对话，核对答案。听，跟读思考、回答老师的问题。角色扮演5,6号能够熟练朗读对话。 1,2,3,4号能够就自己的烦恼进行谈论来拓展输出。 运用目标句型；复习旧知引入新知。老师用自己的烦恼引入，创设烦恼的情景。挖掘主题图信息，培养学生看图和做听前预测的能力。注重课堂上的衔接语的使用，学生容易接受。培养学生读题，明确任务的要求的习惯。抛出问题，引导学生思考，从而过渡到2b听力环节。培养学生听前预测和读题干的习惯，和听中听取关键词的能力。跟读模仿，正音。通过问题的回答和重难点的理解，辅助学生理解学习听力材料，也为口语输出做准备。学生进行口头输出。衔接语的正确使用，让学生的思维顺利迁移在2d活动中来。以听力任务的形式进入到2d活动，集中学生的注意力，训练学生的听力能力和阅读理解能力。正音激发学生的思维，进行深层次的理解。板书设计Unit 4 Why dont you talk your parents? Section A(2a-2d) A: Whats wrong/the matter?/. B: I had a fight with my best friend.