中小学教育资源及组卷应用平台
Unit 10 If you go to the party , you’ll have a great time !单元整体教学设计
单元主题意义 本单元的主题属于“人与社会 ”范畴，本单元以 “作决定”为话题，围绕参加派对和青少年生活中的问题展开，集中呈现了有管假设或推论的词汇和句型，巩固复习动词短语以及be going to 和will表达将来时的用法，进一步拓展谈论对事情结果的预测，本单元主题在《义务教育英语课程标准》中对应是功能意念项目第10条“逻辑关系”中的“原因和结果”，旨在让学生通过预测来分析可能产生的结果所带来的影响，引导学生通过假设和对结果的预测从而做出正确的决定。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够带着问题听懂对话主旨大意及细节信息，分层次把握对话内容。 目标b：能够模仿输入的愿意你，围绕假设与推论，尝试作简单的语言输出和讨论。 目标c：能够运用阅读策略概括文章大意，把握语篇细节，加深对文章内容的理解。 目标d：能够使用所学语言与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。 与核心素养的关系： 语言能力方面：语言能力的发展是语言学习的重要目标，Section A以听说为主，提升学生的表达技能，Section B以读写为主，务实学生的理解技能。学生通过技能转向训练和综合语言实践活动，形成综合语言运用能力，为真实适的语言交际打基础；文化意识方面：本单元学习中涉及的外国文化知识与学生的学习和生活密切相关，学生了解了西方社交聚会的知识和中西方青少年生活常见问题以及解心理咨询机构如何提供有效帮助，这有益于学生对英语的理解和使用，加深对中华民族优秀传统文化的认识与热爱，也有益于学生接受属于劝人列现金文化的熏陶，培养他们的国际意识；学习能力方面：本单元的话题非常贴近学生的生活，学习实际，将教学与学生的实际生活紧密关联来引起学生的学习兴趣。思维品质方面：在本单元的教学中，创设问题情景，让学生的思维即使调整到预测信息的模式，通过校规版规的思维导入，引领学生将预测范围拓展到其他领域，如家规，未来人生规划，激发学生的主动思维意识。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一Go for it !八年级上册的第十单元。本单元为Section A 和Section B两个部分，结合听、说、读和写等愿意你技能训练活动开展课时教学。Section A围绕“派对”话题展开，通过对班级聚会的讨论，要求学生听懂对话主旨大意及细节信息，并能够模仿输入的语言，围绕假设与推论，尝试作简单的愿意你输出，为Section B部分对假设与建议的讨论奠定语言基础。角色扮演2d部分为学生呈现了一个更加真实的派对前准备工作对话范例，补充了情态动词should的使用范例。为Section B部分使用should给他人提出建议作铺垫。 Section B在Section A基础上，围绕青少年生活的问题，进一步谈论对事情结果的预测。 2.纵向知识关联： 功能：能简单谈论事情的结果。 话题： 作决定。 语言知识： 能掌握以下单词：meeting ,chocolate ,advice ,teenager agent ,expert ,halfway etc. 能掌握下列常用表达potato chips, keep ..to oneself ,in half 。 能正确使用第一条件句谈论事情的结果。 能在朗读中正确把握句子重音，能朗读小段落，综合使用连读、重读、停顿等朗读技巧。 3.横向知识关联： （1 ）复习七年级下册的相关短语； （2 ）本单元出先if引导条件状语从句，为八下的从句学习打下基础。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2c 听说课 第一课时 初步了解if...will..第一条件句，并尝试运用其进行控制型的愿意你表达；引导学生带着问题听并获取关键信息，为听后输出作铺垫。 当堂让学生对所提供句型进行选择填空，通过观察得分情况，判断学生是否掌握各形容词副词比较级的用法，并对错误较多的习题进行实时反馈。
Section A 2d-3c 语法课 第二课时 归纳、梳理使用第一条件if...will...谈论事情结果的句式，复习一般将来时和一般现在时的用法。 通过小组合作的讨论及最后的展示，检测学生阶段性学习成果，让学生自行总结归纳，并做最后的汇报展示，由其他成员进行补充质疑和互评，左后再由教师进行整体评价。
Section B 1a-1e 听说课 第三课时 导入青少年面临的选择未来职业的话题，通过听说活动，继续巩固if..will..条件句的使用，拓展相关语言表达。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 读写课 第四课时 能综合使用连读、重读、语调、停顿等技巧朗读语篇。通过阅读策略阅读语篇，探讨青少年如何解决生活中的问题，基于课文语境进行语言训练。 激励性评价贯穿始末，考虑到学生的心里特征以及英语这门学科的特殊性，只要学生参与课堂活动中来并进行认证的反馈，教师均应给出鼓励性评价，以此来提高学生学习的积极性。
Section B 3a-Self check 写作课 第五课时 能够合理的布局谋篇，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。 作文当堂互评，再分析作文的框架和参考词汇后，让学生进行小组互评，最后小组展示最佳作文，通过白板展示，供全班学生赏析，学生互评的方式可以让学生通过取长补短，共同进步。
第4课时 教学设计
课题 If you go to the party , you’ll have a great time . Section B 2a-2e
课型 听说课口 语法课口 阅读课√ 写作课口 其它课__________
教材（语篇）分析： 【what】 2a-2e为本单元的阅读板块。 【why】 通过阅读课提高学生们的综合阅读能力。 【how】 2a的读前活动引导学生讨论生活中的问题和解决方式，从而激活他们的背景知识，帮助他们熟悉阅读的主题。本单元的阅读语篇通过女孩Laura的故事，探讨了青少年如何解决生活问题，并给出专家的相关建议，活动2b要求学生运用略读的策略，概括文章的大意。2c的读后活动让通过问答把握语篇细节。2d让学生用所给短语完成对阅读文章的缩写，该活动一方面加深学生对课文内容的理解，另一方面让他们在熟悉的课文语境中巩固和使用几个重点短语。2e让学生讨论自己生活中的问题，拓展了文章的主题，同时为后面的写作练习做准备。
学情分析： 自然情况 本课的阅读文本符合中学生的心理特征，与实际生活密切相关，学生有话可说，参与积极。 （二）已有基础 通过前几个单元阅读课的训练，阅读能力较以前有所提高。
（三）存在问题
个别学生阅读能力有待提高。 （四）解决措施 需要老师设置一系列的教学环节有效地指导。
教学目标： 通过本课学习，学生能够： 学生能学会重点单词，短语及目标语言（学习理解） keep...to oneself , teenager , normal , unless, certainly ,wallet ,mile ,angry , in the end , understanding ,careless ,mistake ,himself ,advise ,sole,experience,in half ,expert ,halfway . 语言目标： Some people believe the worst thing is to do nothing . Unless we talk to someone , we’ll certainly feel wrong . It is best to not to run away from our problems , We should always try to solve them . if 和unless的用法 （应用实践） 能在阅读中获取文章主旨和段落文章。 （迁移创新）
教学重难点 重点： if和unless 的用法。 难点：在阅读中获取文章主旨和段落大意。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Have a free talk with students : What kinds of things do you worry about Who do you usually go to for help Make a survey in groups . 学生活动1 Ask and answer 活动意图说明： 通过free talk 和做调查，让学生与同伴互相交流，读前激活背景知识。 环节二：Activity 2 教师活动2 Presentation Which statement expresses the main idea of the passage If people have problems , they should get advice from an expert . If people have problems , they should talk to other people . If people have problems , they should keep them to themselves. 学生活动2 Ask and answer 活动意图说明： 运用略读策略，概括文章的大意。 环节三：Activity 3 教的活动3 Careful reading Read Paragraph 1 Answer the following questions : Are problems and worries normal in life What is the worst thing to do if you have a problem Read Paragraph 2 Tell the statements true or false . Read Paragraph 3 Answer the questions 学的活动3 Careful reading Answer the questions . Check the answers 活动意图说明： 通过细读获取文章细节信息。问题的设置是为了帮助学生树立文章内容，同时让学生分段阅读，降低了阅读的难度。 环节四：Activity 4 教的活动4 work on 2d Ask students to read the phrases first. Ask students to fill in the blanks and check the answers. Ask students to read the passage. 学的活动4 Finish the reading task 学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 该短文的对阅读文章的缩写，既概括了文章的大意，又加强了对重点短语的运用，达成了知识目标。 环节五：activity 5 教的活动： Ask students to make a survey in groups . Each group choose one question to give a report . Other students can add more information to each question. 学的活动： Make a survey . 活动意图说明： 基于课文语境进行语言训练，让学生课文内容与生活相关联，遵循了”语境输入-语篇输入-阅读理解-语言内化-口语输出“的过程。
板书设计 Unit 10 If you go to the party , you’ll have a great time . Period 4 Section B 2a-2e expert normal wallet mile experience Kinds of problems : schoolwork /friends How to deal with problems Talk to someone Laura’s worry: What was her worry She lost .. How did she solve it At first , In the end .. What was the result Advice
分层作业设计 基础巩固： Read 2b as often as possible . 设计意图：熟记本课重点单词和短语。 能力提升： According to your own answers to 2e , write a passage. 设计意图：复习巩固本课重点词汇。
教学反思与改进 本节课的阅读任务由易到难，梯度明显；同时，阅读任务采取由整体的思路，把整体阅读和细节阅读结合起来。这样，学生不仅抓住了文本的主要信息和细节信息，而且对文章的结构也有了很好的把握。对于学生在阅读中出现的语言障碍，以板书的形式及时处理；同时，对于重要的语言要点详细讲解，这样，学生在提高阅读技能的同时，也达成了语言目标。
21世纪教育网(www.21cnjy.com)(共22张PPT)
Unit 10 If you go to the party,
you’ll have a great time!
Section B 2a-2e
Do you have any worries
What kinds of things do you worry about
have too much
homework
get heavy
feel sleepy in class
have no friends
2a
If you have problems, what should you do
I should get advice from an expert.
I should keep them to themselves.
I should talk to other people.
从……得到意见
保守秘密
与……交谈
Look at the statements and then read the passage quickly. Which statement expresses the main idea of the passage
2b
a. If people have problems, they should get advice from an expert.
c. If people have problems, they should try to keep them to themselves.
b. If people have problems, they should
talk to other people.
Read the passage again and answer the questions. Discuss your answers with a partner.
2c
1. What is the worst thing to do if you have a problem
__________________________________________
2. Why didn’t Laura want to tell her parents about her lost wallet
_________________________________________________
3. What is the first thing you should do when you want to solve a problem
______________________________________________
4. Why can our parents give us good advice about our problems
_______________________________________________
The worst thing is to do nothing.
Because she was afraid her parents will be angry.
The first thing you should do is to find someone you trust to talk to.
Because they have more experience.
Careful Reading: What are students' problems How do they solve
Students these days often have a lot of worries. Sometimes they have problems with their schoolwork, and sometimes with their friends. Some people think the worst thing is to do nothing. Laura Mills, a teenager from Washington, agrees. “Problems and worries are normal in life,” says Laura. “But I think talking to someone helps a lot. Unless we talk to someone, we’ll certainly feel worse.”
①
have problems with sth/doing sth.
做某事有困难
unless“除非”，引导条件状语从句
相当于if not
If we don’t talk to someone,
we’ll certainly feel worse.
unless-除非
unless引导条件状语从句，同样遵循___________原则。
1.You _______ (fail) unless you ______ (work) here.
2.You ________(get) good grades unless you ______(study) hard.
3.I _______(go) to the party unless I _____(hear) from her.
4.You ______(be) late unless you _______(hurry) up.
主将从现
will fail
work
won’t get
study
won’t get
hear
will be
hurry
Careful Reading：Read paragraph 2 carefully and finish the chart.
At first She__________ for days.
She was___________tell her parents.
Laura lost her wallet. She even___________to school every day.
In the end She ___________her parents and they were ___________ .
They ______her a new________and ask her to be more _________.
worried
afraid to
walked
talked to
understanding
got
wallet
careful
Laura once lost her wallet, and worried for days. She was afraid to tell her parents about it. She even walked three miles to school each day because she didn’t have any money. She just kept thinking，“If I tell my parents, they’ll be angry!” In the end, she talked to her parents and they were really understanding. Her dad said he sometimes made careless mistakes himself. They got her a new wallet and asked her to be more careful. “I will always remember to share my problems in the future!” Laura says.
②
害怕做某事
生气
最后
犯粗心的错误
在未来
worry-担心-V.& N.
对……担心
worry about…
There is nothing to ______________.
The _________ mother is ___________ about her son.
worry about=be worried about
worry about
worried
worried about
afraid-害怕
害怕去做某事
be afraid to do sth
因害怕而不敢做某事
be afraid of doing sth. 害怕出现某种结果
He is afraid to go across the bridge.
He is afraid of falling down.
The teacher was angry with me when I was late.
He was angry about something yesterday.
I was angry with you for copying my homework.
angry ---生气
be angry with sb.对某人生气
be angry about/at sth.对某事生气
be angry with sb. for doing sth.因某人做了某事而生气
Careful Reading：Read para.3 carefully and mark True (T) or F (False).
(1) Robert Hunt advises students about special problems.
(2) Robert Hunt thinks it is best not to run away from our problem.
(3)The first step is to find an expert and talk to him.
(4)Their parents have more experience than them.They can help them.
(5)Sharing a problem is like cutting it up.
F
T
F
T
F
Robert Hunt advises students about common problems. He feels the same way as Laura. “It is best not to run away from our problems. We should always try to solve them.” He thinks the first step is to find someone you trust to talk to. This person doesn’t need to be an expert like himself. Students often forget that their parents have more experience, and are always there to help them. In English, we say that sharing a problem is like cutting it in half. So you’re halfway to solving a problem just by talking to someone about it!
建议某人关于某事
最好不要做某事=You’d better not
do sth
逃避
把……切成两半
halfway to (doing) sth.
部分地完成某事to为介词
③
④
Robert Hunt advises students about common problems.
e.g. We can advise you about / on health.
e.g. Jim advised me to join the competition.
advise-V.-建议，劝告
advise sb. not to do sth. 建议某人不要做某事
advise sb. about / on sth. 就某事向某人提出建议
advise sb. to do sth. 建议某人做某事
advice-n.-建议，劝告
advise名词形式为advice，“劝告；建议”。是不可数名词，表示“一条建议”用“a piece / word of advice”。
e.g. Let me give you a piece / word of advice.
【拓展】
give sb. advice 给某人建议
take one’s advice 接受某人的建议
follow one’s advice 遵循某人的建议
【拓展】suggestion为可数名词，提议；建议。
experience-经验&经历
不可数【经验】 & 可数【经历】
I had an exciting experience last week.
He has one year’s teaching experience.
He is a police officer with experience and has many experiences.
经历
经验
经验
经历
2b
The Problem : Students have problems with their schoolwork and ________.
Laura Mills' opinions
Robert Hunt’s opinions
①_________________ are normal in life.
②________________ helps a lot.
③Remember to ______ our problems in the future.
①He agrees with Laura.
It’s best not to ______________ our problems. We should try to solve them.
②Find someone you _________ to talk to.
Conclusion(结论)：If people have problems, they should ______ other people.
friends
Problems and worries
Talking to someone
share
run away from
trust
talk to
Fill in the blanks with the phrases in the box.
2d
Students often have a lot of problems and worries. Laura Mills thinks the worst thing is______. She thinks you’ll feel worse if you don’t ______about your problems. Laura remembers that she once lost her wallet and was afraid to __________ about it. Now she believes you cannot feel better ________to someone. She says she will always ________in the future. Robert Hunt agrees with Laura. He thinks you should not ________ your problems, but you should try to solve them. If you cannot talk to an expert like Robert, you can _______with your parents, because they have a lot of experience.
discuss your problems
tell her parents
unless you talk
run away from
talk to someone
share her problems
to do something
Ask three students the following questions. Take notes of their answers.
2e
1. What problems do you have with schoolwork
2. Who do you talk to about these problems and why
3. Who else can you get advice from
4. Do you always tell your parents about your problems Why or why not
5. Do you ever give advice to your friends about their problems What advice do you give
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