Unit 10 If you go to the party, you'll have a great time! Section B (3a-Selfcheck)教案 人教版八年级英语上册（表格式）

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课题 Unit 10 If you go to the party, you’ll have a great time! Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以“Problems and solutions”为话题，紧密结合学生生活中所遇到的问题，并提出相应的解决办法。通过谈论个人问题，夯实学生的有关语言知识，使其能够熟练运用第一条件句谈论事情的结果，使用情态动词should提出建议；发展学生的语言运用能力以及思维能力，提升思维的逻辑性、批判性和创新性；培养学生积极的情感态度，能够运用有效的学习策略来完成学习任务；使学生学会发现问题、寻求外界帮助去解决问题。
课标分析 课标要求八年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能多角度、辩证地看待事物和分析问题；能主动反思自己英语学习中的进步与不足，根据问题查找原因并加以解决。
教学目标 语言能力 能够围绕“Problems and solutions”的话题，通过读、说等活动理解并搜集所需要的语言基础信息，熟练运用第一条件句谈论事情的结果，使用情态动词should提出建议；
文化意识 能够学会向他人倾述烦恼，主动寻求帮助；积极参与合作学习，主动分享；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“Problems and solutions”的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作，认识到写作的步骤有谋篇布局、提纲罗列、修改提升等。
教材内容分析 本课是一节以话题为核心的写作课。活动3a-3c一步一步地为写作任务搭建支架。3a让学生讨论朋友遇到的三个问题并给出建议，并通过填空整理信息；3b给出了段落的框架，让学生用前面的信息填空，完成文章的第一段；3c让学生仿照第一段的框架继续完成文章的第二段和第三段。
重点 通过更多的说、读、写活动，结合更丰富的语言输入，让学生自如地对不同事件的结果进行预测，巩固第一条件句If...will...的使用；
难点 在教材所提供的的支架的帮助下，合理地谋篇布局，正确使用所学语言谈论朋友遇到的问题，并用if条件句给朋友提出建议，写出一篇语言流畅、内容充实的短文。
学情分析 通过前面的学习，学生对If...will...句型已经有了很好的掌握。所以，在本课时的写作中，教师要引导学生大胆运用。通过一个学期的学习，学生的写作水平有了很大的提升，但教师还要指导学生合理布局谋篇，写出语言流畅的作文。
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Step 1. Lead-in. Read the story “A Scary Performance” and find out the answers to the questions. Sa: He was really nervous when he was the center of attention. Sb: His mother told him that imagining people in clown costumes is a great way to calm down. Sc: He thought that pretending everyone was wearing clown costumes made it a lot easier, and a lot funnier. Step 2. Pre-writing. Free talk. Ss: I have no close friends to talk to. / I have too much homework. / I eat too much and get fat./ ... Group work. Work with their group members and talk about their problems and solutions. Sa: I have no close friends to talk to. What do you think I should do Can you give me some advice Sb: If you join a sports team, you’ll know many new friends. Collecting. Read the good sentence and learn the structure. Then try to make new sentences. According to the problems T provides, think about the possible results and give advice. Step 3. While-writing. Interview someone in the classroom. Find out his/her three biggest worries. Try to think of some solutions to the problems and write them down. Then write about their friend’s first problem and the possible solutions. Use the structures in 3b to help them plan your writing. Five minutes later, some Ss share in class. Other Ss listen carefully and correct mistakes if any. After that, write about the second and third problems and their solutions. Step 4. Post-writing. Share their passages with partners and evaluate each other according to the evaluation sheet. Appreciate the sample writing and sum up some good expressions and ideas. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. Present a short passage for Ss to read and answer questions. T: What was the writer’s problem T: What did the writer’s mother say T: What did the writer think after the performance T: What are your problems Provide some pictures to remind Ss of the problems. T: Do you have any other problems Ask Ss to work in groups of four. Have a discussion about their own problems and try to give advice. 3 minutes later, some group leaders give a report. While listening to others, take notes of useful expressions. Present some good sentences from the passage in 2b and guide Ss to do some translation based on the sentence structures. Let Ss complete the beautiful sentences from the passage. Guide Ss to read the instruction and the chart in 3a. Offer examples to help Ss know what to write in the chart. And then let them have a free interview in class. Five minutes later, invite some Ss to give a report based on their charts. Guide Ss to write the first problem based on the structure in 3b. Walk around the classroom and offer help if Ss need. A sample writing can be given to appreciate. Ask Ss to continue their writing beginning with “ My friend also has two other problems.” After Ss finish writing, let them have a self-check for 3 minutes. Pick out one or two examples to evaluate in class. Explain some language points if necessary and have a conclusion. 将一位同学的习作作为引入，激发学生学习兴趣，让学生明确写作话题的同时，迅速进入写作准备状态，以便顺利完成写作任务。同时，借助阅读语篇进行阅读技能的训练，通过问题引导学生获取关键信息。 通过自由谈论活动的开展，让学生复习、回顾关于陈述自身困扰的相关句型和表达方式； 通过小组合作交流，引导学生复习提出解决方案的相关句型和表达方式，唤起学生的记忆，并为之后的写作备好语料。 通过教师示范，介绍自己最喜欢的物品，展示现在完成时句型和其他相关表达，激活学生旧知，为之后的环节做好铺垫。 通过指导学生分析阅读语篇中的各种句型，引导学生学会鉴赏句子，并尝试运用，做好语言和语料积累，在同伴的思维碰撞中掌握更多词汇和句型，为写作搭建语言支架。 3a让学生讨论朋友遇到的三个问题并给出建议，通过表格引导学生整理采访所获取的信息，培养学生的写作“微技能”，为写作备好语料内容。 3b给出了段落的框架，让学生用前面的信息填空，完成文章的第一段，给学生提供了很好的语言结构示例。 3c让学生仿照第一段的框架继续完成文章的第二段和第三段。让学生在课堂上进行限时写作，既能保证学生写作时间，又能提高写作效率。同时，学生完成作文的情况也可以作为本节课教学效果的一个重要评价指标。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。在自我修改和同伴修改的基础上，集思广益，取其精华，学会运用更多的方法把文章写好。
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Ⅰ. 选词填空 advise，solve，else，upset，advice，teenager，care，certainly，trust，experience
There are always lots of worries in our life．When I was a（n） （1）　 　，Mom said to me，"It's normal to have worries in life．Don't worry．Wait!One day your luck will change．Then you'll （2）　 　 your problems．" At the age of 21，I graduated （毕业） from a college．One day，I wanted to host （主持） a sports program．I went to Chicago and knocked on the door of every station．But they turned me down every time．They thought that I didn't have enough （3）　 　．I felt really （4）　 　．I went back home．Mom said to me，"Wait!One day your luck will change．"Then she （5）　 　 me to try another radio station in Iowa．I took her （6）　 　． At a small radio station in Iowa the manager told me that he had someone．As I left his office，I asked，"Could I do anything （7）　 　 if I can't host a sports program？"I waited and then to my surprise he said，"（8）　 　"．I worked very hard at the radio station．Slowly the manager found I was （9）　 　 and was talented at hosting programs．At last I started my favorite job． I （10）　 　 my mother．And I will never forget her words，"Wait!One day your luck will change．Then you'll solve your problems．"
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Unit 10 If you go to the party, you’ll have a great time! Section B (3a-Self check)
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Level A
Level B Draw a mind map to sum up the knowledge of this unit.
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