北师大版英语八年级下册 Unit 4 Dealing with Problems Lesson 10 Problem Page 教案（表格式）

Unit 4 Dealing with Problems
Lesson 10 Problem Page
学习目标
在本节课结束时，学生能够：1.运用话题相关的词汇和表达法来陈述建议和看法。2.运用if/unless条件状语从句给出建议、要求或警告。3.自主运用网络媒体资源扩展自己的知识面和词汇量。4.在小组活动中与他人积极合作，对他人作品给出客观公正评价。5.对同龄人面临的学习生活困惑表达出自己的态度和认识并给出口头或书面的合理化建议。
学习重点
1．模仿上一课时阅读的文段，对上节课暂未解决的相应问题写出合理化建议的提纲及完整回复。2．通过小组讨论对自己的写作提纲和初稿进行诊断和完善，通过诊断过程中的语法聚焦活动对条件状语从句进行内化。
学习难点
1.由于学生在小组活动中利用iPad进行实时网络资源查阅，对冗杂网络资源的检索和筛选的经验不足，造成某些课堂活动环节的不可控性。2.如何在写作课堂上聚焦语法教学并凸显学生的主体地位和教师主导作用，如何引导学生合理高效地进行小组合作写作也是一项教学挑战。
学习内容
学习步骤 学习过程 学习意图 互动模式&时间
Pre-writing
Step 1Step 2Step 3 Go over the background of the writing task.T starts a free talk to lead in.Q1: Are you happy to be a problem solver Q2: How many problems have we solved last class What are they Ss tick on the worksheet.Q3: Do you have any more problems that you want to solve in this class Organize the group and assign the task. Q4: Who wants to be a group leader Q5: Which problems would your group like to solve After confirming seven group leaders and assigning the problems to solve, the group leaders ask the other students to join them according their own willing. Each group leader gathers their group member to sit in a certain area.Learn about the rules for the group activity.Check if the students understand the rules. 回顾上节课的写作情况，以及上节课前问卷的问题，激活学生已知。现场结合学生实际生成问题，进行真实的语言知识架构。确定小组长，由小组长根据自己意愿选择自己想要解决的问题，再由小组长召集和自己偏好相同的同学组成“专家组”，最大限度实现现场生成。明确小组活动规则，确保小组活动效率 CWIW10’
While-writing
Step 1Step 2Step 3Step 4 Write the outline.T starts a discussion about how to make a good reply.Q6: Should we should an outline first Q7: Do you know what to write in your reply Ss try to summarize the key points included in the outline.T writes on the board. Ss work out the outline together.（use iPad to search for ideas or look up new words if needed.）T asks some group leader to present their outline. (use iPad to show the pictures of their work)Write the whole reply.Ss write the whole reply according to the outlines of their group.T offers help if needed.Diagnose the trial work.T presents one of the Ss’ replies and asks Ss to evaluate the reply according to key points summarized before. Focus on the grammar. Ask Ss to pay attention to whether they use if or unless to make suggestions. Learn the grammar rules together if they don’t use it properly or they don’t use it at all. T write the summary on the blackboard.Modify the writing.Ss modify their reply individually first and then modify it in pairs or in group, at last discuss their replies and choose the best one for the final presentation. 引导学生写作前构思提纲，关注在回复中需要写的内容要素。学生们通过讨论总结出“A good reply”的要素：同感、安慰、建议、原因、鼓励等待。小组合作完成提纲。展示写作提纲，互相取长补短。诊断学生的初稿：教师展示个例写作样本，由学生发现问题，大家集思广益为完善自己的回复做准备。根据学生的初稿情况进行语法聚焦。过程中由学生自己归纳出条件状语从句的用法和功能。学生自己先根据要点进行修改，然后在小组内相互修改，讨论选择出最好的一篇回复在全班展示。 GW5’ IW8’IWCW5’IW 5’
Post-writing
Step 1Step 2 Present the final writing and evaluate it.Group leaders use an iPad to present their reply one by one. After each presentation, ask those who have such problem to evaluate the reply.Evaluate the reply.Q8: Do you think the reply reasonable Acceptable Useful Why do you think so 各小组展示本小组的最终最佳作品。由有对应问题的学生进行评价，判断是否是一篇合情合理易于接受的好回复。 IWPWCW7’
Board-writing Unit 4 Lesson 10 Problem PageAcceptable Reasonable 条件句： suggestions if + 一般现在时，祈使句。 supports 一般将来时否定句+ unless +一般现在时。comforts & encouragements 直接建议或（指明后果）间接建议
Homework
1. 熟读本课课文，将本课的重点词汇和表达法以及有用的语句整理到笔记本中。2. 根据课本，写一篇解决朋友间争吵问题的建议文稿。
【达标检测】
I．Tick( ) the problems unsolved.
I cannot pay attention in class. ( )
I always get nervous before exams. ( )
I’m shy to talk to stranger. ( )
I cannot control bad moods. ( )
I wonder how to manage so much school work. ( )
I always quarrel with parents. ( )
I cannot get on well with classmates. ( )
I don’t want to do homework at home. ( )
I cannot do as planned. ( )
I cannot focus on my homework. ( )
II. Choose one of the problems that you want to help most. Finish the outline.
Problem to solve
III. Finish the writing. Diagnose and rewrite your reply.
Comfort Suggestions Supporting Using if /unless Encouragements
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