Unit 4 Why dont you talk to your parents-Section A(3a-3c)教学设计 人教版八年级英语下册

Unit4Whydon’tyoutalktoyourparents?

SectionA(3a—3c)

TeachingAims:

1.Languageknowledge：

1)Learnandunderstandsomemorenewwordsandphrasesabout:

getonwith,relation,communication,argue,cloud,offer…….

Andgraspsomeusefulsentencepatterns:

Whydon’tyou...

If...youcould...

Maybeyoucould…

Youshould…

2）Enablestudentstousethesesuggestedpatternstotalkabouthowtogivesomeadvicewiththehelpofthosesentencesabove.

2.Languageskill

1)Consolidatethemeaningsofwordsandphrasesthroughfreelytalkingabouttherelevantpicturesandgameplaying.

2)Improvethecommunicatingabilityinpracticebypair-work,scene-playandgroup-work.

3.Emotionalattitude：

1)Guidestudentstospeakouttheirproblemsandletthemunderstandthattheseemotionsarenormalatthisage..

2)EnablestudentstoLearntoadoptpositiveandappropriatecommunicationmethodstosolveparent-childconflicts

Teachingkeypoints:

Throughthestudyofthiscourse,studentscantaketheinitiativetodescribetheirtroubleswithothersbasedontheunittopicvocabularyanddiscourse,discusswaystosolveproblemsandputforwardreasonablesuggestions.

Teachingdifficultpoints:

Throughundergraduatestudy,studentscancreatesituationstoexpresstheirtroublesandskillfullyusethesesuggestedpatterns

TeachingProcedures:

Step1.Lead-in

ThecreationofyouthvoiceTVprogramtoplaythetroublesofcontemporaryteenagersvideoradioprogramclosetothelivesofteenagerscanarousestudents'interest,guidestudentstobravelyspeakouttheirtroublesthroughstudents'troublesrelatedwordsproblemsarearoundusexercisestudents'languageabilitytoclosetherelationshipbetweenteachersandstudents

(Designingpurpose:Createsituationsthroughoutthewholeteachingprocesstomakethewholeclasshaveamainlinebydoingtaskstostimulatestudents'languageoutputandproduction,andconnectEnglishlearningwithstudents'reallife.)

Step2.Skimandanswer

UsepicturestoteachtheproblemofpredictingSadness13Readthelettercirclethekeyinformationtofindoutthewriter'smainannoyanceandwhothewriteris

Step3.carefulreading

ReadthepassageagainandthinkaboutthedetailsrelatedtothetroublesofSad13.Answerthequestionwhowhathowthemindmapsummarizesthetroublesandfeelingsoftheprotagonist.LetthestudentsgivetheirownsuggestionstoSad13

Step4Readandfind

Readthesecondletter.Thegroupworktogethertocompletethemindmapandrestatethecontentoftheletteraccordingtothemindmap.AskthestudentstoevaluateMRHans'suggestion

Step5.Deepthinking

Usereadingstrategiestoobtainkeyinformationandputforwardsuggestionsbasedontheiractualsituationstolaythegroundworkfortheoutputofbigactivities,digouttheyouth,guidestudentstounderstandthattheyareinagoodage,understandthatitisnormaltohavesuchproblemsinadolescence,andlearntofindappropriatesolutions

(Designingpurpose:Createscenariosandsetquestions.Theseactivitiesallowstudentstohaveathoroughunderstandingofthecontentofthistext.Thinkingactivitiesaredesignedtoexercisestudents'logicalthinkingability.Groupcooperationactivitiesfullyenablestudentstolearnandexploretogetherintheclassroomundertheguidanceofteachers)

Step6.Groupwork

Therearemanyteenagerslikesadandthirteen.NowthefirstteensvoicewantsRoberthunttohaveaspeciallivebroadcastaboutteenagersproblems.SupposeyouareRoberthunt.pleaseinterviewthreeteenagersandgiveadviceinthebroadcastingroom.workinfourpairsandtalkwitheachother.

(Designingpurpose:Enablestudentstocommunicatewithothersandknowmoreaboutotherpeople’sopinions.Inthisway,wecanencouragestudentstoexpressthemselvesconfidentlytoimprovetheirsocialabilities.)

Step7.Summaryandemotionalsublimation

1)Summarizethewordsandsentencepatternsweshouldgrasptoday;

2)Letstudentsunderstandpropercommunicationisalwaysthebestwaytosolveproblems.

(Designingpurpose:Letstudentsrealizethatitisnormalandcommontohavefrictionswithfamilymembersduringtheirgrowthandrealizetheimportanceofactivecommunicationandcommunicationtoresolvetroublesandconflicts.)

Homework

1)SummarizetheproblemsofsadandthirteenandMr.Hunt'ssuggestionsintwoparagraphsinthethirdperson(80~100words).

2)Givemoresuggestionstosadandthirteenandwritethemdown.

3)askparentsaboutthei