中小学教育资源及组卷应用平台
Unit 4 Why don’t you talk to your parents 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，话题为讨论自己的困扰及给出加以，教会学生加强人与人间的交流，改进自己的处事方式，对自己困扰的问题敢于表达，并进而解决问题，不逃避问题，从而过渡到作为学生感到困惑的问题--学习压力的产生。
单元教学目标 通过本单元的学习，学生能够： 目标a：能够听懂简单的关于生活中的一些。 困惑以及一些建议。 目标b: 能表达自己生活中所遇到的困惑斌且能针对别人的困惑给出一个建议。 目标c:能读懂本单元的阅读并能对文章进行简单的复述。 目标d:能给出针对某些困惑的一些建议并写出相应的建议。 与核心素养的关系： 通过本单元的学习，我们能学习一些新的单词短语，能根据对方所提出的问题给出一些合理的建议，并正确认识生活中的一些困境和压力，能采用正确的方式解决生活中的问题和缓解自己的压力。
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 !八年级下册的第四单元。本单元围绕problems 和advice的话题展开，集中呈现了大量情态动词和until ,so that , although 引导的状语从句的用法，通过本单元的学习，让学生明白情态动词的重要性，在以后的学习生活中注意提出建议。主要让学生学生掌握情态动词的正确用法，学会谈论如何提出建议。 2.纵向知识关联： 功能： Talk about problems and give advice . 话题：人际沟通。 语言知识： 重点词汇：allow , wrong , guess , communicate , relation , explain , compete , continue and so on . 情态动词could和should 的用法； Why don’t you ... 表示建议句型。 谈论遇到的问题和提出建议。 3.横向知识关联： （1 ）七年级的提建议句型匹配并复习巩固。 （2 ）八下年级语言功能是talk about problems and give advice 相雷同，同时九年表达agrees and disagrees ，本单元的也要求学生表达自己的观点，二者具有一致性。 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-2d 听说课 第一课时 1.听懂，记录并说出生活的困难，给出适当的建议。2.听懂针对烦恼给出建议的苦难，给出适当的建议对建议并进行回应，培养积极面对生活中的一些苦难，能采用正确的方式解决生活中的问题。 通过Pair-work的形式对健康问题谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-3c 阅读课 第二课时 1.通过阅读获得并梳理主人公的遭遇和苦恼，以及Mr. Hunt给出的建议。2.通过分析文本信息，切身体会主人公的生活经历，感受他的心理状态，培养学生的共情文章。3.使用文本信息和词汇，完成附属文章。 通过读课文找出描述建康状况的句子，评价学生对目标句型的认知；通过提取描述能力的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section A Grammar Focus -4c 语法课 第三课时 1.通过探究性学习，小组归纳总结Although,until , so that 的用法。2.归纳用should ,could提出建议的句型，并在设定情境中学会提出建议。 通过语法讲解，注重把词汇理解跟词汇功能有机结合，实现了知识到能力的转变。
Section B 1a-1f 听说课 第四课时 1.通过听说活动，获取排解压力的办法，并通过讨论的方式集思广益，随后进行口语交流。2.在倾诉烦恼，寻求给出建议的过程中，增长知识，并体会与他人相处的快乐。 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 第五课时 1.通过skimming的方式猜测文章大意，能根据首尾提取课文信息判断段落大意。2.会运用本课所学的语言知识表达中外学生面临的生活压力及对应策略，辩证的去看待升生活学习中的苦恼，并学会自己减压。 通过问题启发式评价引导学生从整体到具体的认识，评价学生对文本的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第六课时 1.梳理有关课后辅导班观点的信息。2. 明确本单元关于烦恼建议的说明文的写作结构。3.学会客观地，辩证的看待食物，提高辩证思维能力。 通过书面表达的形式，评价学生写作的能力。
第1课时 教学设计
课题
课型 听说课√ 语法课口 阅读课口 写作课口 其它课__________
教材（语篇）分析： 【what】 本节课是一节听说课。 【why】 本节课作为本单元的起始课，通过图文及听力活动导入单元话题。 【how】 1a-1c呈现话题词汇和提出建议句型，完成基本语言输出。2a-2d通过听说互动方式深化巩固句型。
学情分析： 自然情况 本单元话题与学生实际生活紧密相关，主要探讨当代中小学生所面临的种种压力和困境，并给与合理建议，难度不大。 （二）已有基础 语言感知能力比较强，学生学习英语的积极性比较高。
（三）存在问题
个别学生表达能力略差。 （四）解决措施 在语言输出方面需要大量练习方能掌握。
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） 重点单词及短语：allow , wrong , midnight , guess , deal , look through , work out ,too much , too many , get into a fight with , allow sb to do sth , so that , be good at doing , find sb doing . 目标语言：(1) -What’s wrong -I’m really tired because I studied until midnight last night . -Why don’t ou go to sleep earlier this evening 通过听说训练，学会谈论问题并给出相应建议，注意连词的使用。 （应用实践） 通过本课的学习，培养学生善于表达自己的问题，并乐于找到解决的办法，建立开朗健康的人格。 （迁移创新）
教学重难点 重点：Talk about problems and give advice . 难点：正确使用本课常用表达：听力训练。
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 Discuss: What kinds of problems do you have in your daily life Do you have any idea how to work out the problems In this way , the teacher tell students life has two sides . It is not always beautiful . 学生活动1 discuss ask and answer . 活动意图说明： 通过导入，让学生从当中体会，生活有好的一面，也有不好的一面，让学生理解生活并不总是完美的，微接下来学生谈论自己的问题做好情感铺垫。 环节二：Activity 2 教师活动2 Presentation The teacher asks students why life is sometimes bad or sad . Then give students structure . Students can talk about their ideas freely . In the end , the teacher concludes that life is full of problems. 学生活动2 Ask and answer . Finish 1a. 活动意图说明： 通过Life句型的讨论，让学生自由表达自己的观点，学生可以各抒己见，这一环节有助于培养学生的发散性思维。 环节三：Activity 3 教的活动3 While listening Work on 1b The teacher introduces the five problems in 1a . Then the teacher gives the sentences structures and ask students to imitate them to talk about their own problems . Ask students to discuss in groups about the question “If you have a problem , what will you do 学的活动3 Ask and answer Finish 1b 活动意图说明： 通过对于课文问题的解读，学生首先达到理解的程度，然后能够以所给的语言支架为载体，去谈论自己类似的问题。既起到了落实语言知识的作用，又起到了引发学生思考和谈论的作用。 环节四：Activity 4 教的活动4 While-listening Ask students to listen to the tape in 1b twice . For the first time , students should find out what questions they are talking about . For the second time , students should fill in the blanks to learn the sentence structure “Why don’t you .. /Maybe you should ... “学的活动4 Finish listening . 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： 通过第一组练习完成课本的听力任务，通过第二组的教师自我设计的练习，进一步加深巩固听力内容，同时让学生学习给出建议的Why don’t you ... 句式为小面的对话练习做好语言铺垫。 环节五：Activity 5 教的活动5 Post listening Get the students to make short conversations according to the sentence structures “Why don’t you... /Why not ... /Maybe you should :” in the listening . 学的活动5 Ask and answer 活动意图说明： 学生综合听力前的谈论和听力的练习来组织自己的对话内容，这个环节实现了由语言输入到语言输出的过程。 环节六：Activity 6 教的活动6 Listening practice (2a&2b) Pre-listening Ask the students “Will you accept others’ advice ”. After the students express their different opinions, the teacher says “Let’s listen to 2a . Will peter accept his friend’s advice ” While-listening Ask the students to do the listening exercise 2a and 2b . Students listen to 2a and fill in the blanks to learn sentence structure “You should /could do”. Then students listen to 2b and find out the reasons why Peter does like the advice . The teacher leads the students to review the problems, advice and the reasons in 2a and 2b . Then the teacher gives students some information on PPT to let them make a dialogue . Role -play . 学的活动6 Finish 2a&2b 活动意图说明： 从上一个对话练习只谈论问题，给出建议到这个对话不仅谈论问题，给出建议，并且对于不同建议由不同的回应方式。这在内容上是递进的关系。两个对话练习的位置合适，语言支架适当，使得对话练习进行的非常顺利。 环节七：Activity 7 教的活动7 Role-play conversation . Brainstorm :Ask students the questions “Among the five pieces of advice , which is the best one Do you have a better one ” Students express own opinions . 学的活动7 Finish the 2d task . 活动意图说明： 通过这个环节的设置上，让学生思考哪种建议更好，为什么好，以及是否由更好的建议。锻炼了学生的思维能力和口头表达能力。 环节八：activity 8教的活动：Role-play (2d ) Ask the students “Does Peter accept his friend’s advice What is the proper way to communicate with your friend Let’s look at 2d . Ask the students to read 2d and find the answers to the questions : “What’s Kim’s problem What’s Dave’s advice ” Then repeat the dialogue after the tape . Next , girls act as Kim and boys act as Dave and read it one more time. Ask the students to think about which sentences show the proper way of communication . Students make conversations to talk about their own problems according to the proper communication structures . 学的活动： Finish the 2d task . 活动意图说明： 通过2d的学习，将对话中的古丁句式提炼出来，形成一个完整对话的框架。学生综合这节课学习的所有知识，形成最后这个综合性的对话表演。
板书设计 Unit 4 Why don’t you talk you your parents Section A 1a-2d I have to study too much so I don’t get enough sleep . I have too much homework so I don’t have any free time to do things I like . My parents don’t allow to hang out with my friends. I have too many after-school classes . I got into a fight with my best friend . 提建议的句型： You should /could .... Why not /Why don’t you ....
分层作业设计 基础巩固： Finish the practice . 设计意图：熟记本课重点单词和短语。 能力提升： Talk about your problems with your friends, and write down their advice. 设计意图：在语境中填写单词，提高学生对目标语言的运用能力。
教学反思与改进 听说课不能仅仅满足于学生听懂说出要求的句式和目标语言，更重要的是，我们应该注重在听说课上学生情感和态度的体验和提升，通过简单的导入，不仅激发了学生的学习兴趣，而且用诗意的语言让学生认识到问题是生活的另一面。在学习完整节课后，让学生说出对整节课的情感印象，并且告诉学生生活在于创造美好。 虽然是听说课，但是可以进行更多的知识点的讲解和练习，效果可能会更好。
21世纪教育网(www.21cnjy.com)(共28张PPT)
Unit 4 Why don’t you talk to your parents
Section A (1a-2c)
Key words & phrases:
look through; guess; deal; big deal; work out; on the phone; have a fight with; give back; be angry with; so that.
Key sentences:
1. But why don't you forget about it so that you can be friends again
2. Although she's wrong, it's not a big deal.
3. You should call him so that you can say you're sorry.
To learn how to use “could ” and “should” to give advice.
学习目标
Brainstorm
What kinds of problems do you have in your daily life
Do you have any idea how to work out the problems
parents
friend
good grades
too shy
exam
homework
too heavy
...
What's wrong with the girl
怎么了？
She has to study too much so she doesn’t get enough sleep.
get enough sleep 得到足够的睡眠
What's wrong with the boy
He has too much homework, so he doesn’t have any
free time to do things he likes.
have too much homework 有太多家庭作业
What's wrong with the girl
His mother doesn't allow him to hang out with his friends.
allow sb. to do sth.
允许某人做某事
What's wrong with the boy
He has too many after-school classes.
after-school classes 课后辅导班
What's wrong with the boy
He got into a fight with his best friend.
get into a fight with sb. 与某人打架
Pre-listening
Look at these problems. Do you think they are serious or not Write them in the appropriate box.
1a
1. I have to study too much so I don't get enough sleep.
2. I have too much homework so I don't have any free time to do
things I like.
3. My parents don't allow me to hang out with my friends.
4. I have too many after-school classes.
5. I got into a fight with my best friend.
allow sb. to do sth.允许某人做某事
get into a fight with sb. 和某人打架/吵架
Let's discuss:
When we have problems, what should we do
Should we keep them to ourselves
We should ask others for advice!
（要独自承担吗？）
（要寻求建议）
Pre-listening
Look and answer:
Is the girl studying or sleeping
Is she happy or unhappy
Let's listen!
What's wrong with the girl Listen and circle the problems you hear in 1a. 在1a中圈出你听到的问题。
1b
1. I have to study too much so I don’t get enough sleep.
2. I have too much homework so I don’t have any free time to do things I like.
3. My parents don’t allow me to hang out with my friends.
4. I have too many after-school classes.
5. I got into a fight with my best friend.
听力原文
Asking problems
询问困难和麻烦
=What's wrong
Giving advice提出建议
Why don’t you…
=Why not… +V原
You should +V原
两人编对话，相互问答
A: What’s wrong / What's the matter
B: I… What should I do
A: Why don’t you/Why not… / You should...
B: That’s a good idea. I'll try.
Thanks for your advice.
A: You are welcome. Hope things work out.
Peter
What’s wrong with Peter
He had a fight with his best friend.
What should he do
Peter’s friend is giving him advice. Listen and fill in the blanks with could or should. 听录音，用could或should填空。
2a
Advice :
1. You________ write him a letter.
2. You_________ call him up.
3. You _________ talk to him so that you can say you're sorry.
4. You _______ go to his house.
5. You _______ take him to the ball game.
could
should
should
could
could
提建议：
should: 应该。（自己很肯定给出的是个好建议）
could：可以，不妨（自己不太肯定，建议仅供参考）
Listen again. Why doesn’t Peter like his friend’s advice
选择Peter 没有接受以下建议的理由。
2b
Advice
Reason
1.You could write him a letter. ( )
2.You should call him up. ( )
3.You should talk to him so that you
can say you’re sorry. ( )
4.You could go to his house. ( )
5.You could take him to the ball game.( )
a. It’s not easy.
b. I don’t want to wait that long.
c. I don’t want to surprise him.
d. I’m not good at writing
letters.
e. I don’t want to talk about it on the phone.
d
e
a
c
b
Post-listening
Role-play a conversation between Peter and his friend.
2c
A: What's the matter, Peter
B: I had a fight with my best friend. What should I do
A: Well, you should call him so that you can say
you're sorry.
Look at the picture below. Dave and Kim are talking about Kim’s problem.
How does Kim look
She looks unhappy.
Can you guess what made Kim unhappy
Maybe someone looked through her things without telling her.
Role-play the conversation.
2d
Dave: You look sad, Kim. What's wrong
Kim: Well, I found my sister looking through my things yesterday. She took some of my new magazines and CDs.
Dave: Hmm... that's not very nice. Did she give them back to you
Kim: Yes, but I'm still angry with her. What should I do
Dave: Well, I guess you could tell her to say sorry. But why don't you forget about it so that you can be friends again Although she's wrong, it's not a big deal.
Kim: You're right. Thanks for your advice.
Dave: No problem. Hope things work out.
find sb. doing sth. 发现某人正在做某事
快速查看；浏览
归还
重要的事
进展顺利
Language points
1. Well, I found my sister looking through my things yesterday.
find sb. doing sth. 意为“发现某人正在做某事”， 表示动作正在进行，doing sth. 作宾语补足语。
I find the girls dancing under the tree.
【拓展延伸】find sb. do sth.“发现某人做过某事”，强调发现动作经常发生或发现动作的全过程。
I find him enter the building.
look through 浏览；快速查看
He looked through the book and decided to buy it.
【拓展延伸】含look的常用短语：
look up 向上看；查阅 look down upon/on 看不起；轻视
look for 寻找 look at 看
look into 调查 look forward to 期待
look over 仔细检查 look after 照顾
look out 小心；向外看 look like看起来像
2. Hope things work out.
(1) work out在此处意为“成功地发展”，相当于不及物动词，其后可接 fine, well, badly等词，表明结果如何。
Everything is working out well.一切都进展顺利。
(2)work out还可意为“解决；算出”，此时为“动词+副词”型短语，代词作宾语时，要放在work与out之间。
The math problem is too difficult, and I can't work it out.
3. 表建议的句型
Suggestions
Why don’t you + do sth.
Why not + do sth.
You should + do sth.
You could+ do sth.
How/What about + doing sth.
You'd better+ do sth.
Let's + do sth.
为什么不做…呢？
你应该做……
你可以做……
做……怎么样呢？
你最好做……
让我们做……吧。
HOMEWORK
Talk about your problems with your friends, and write down their advice.
谢谢
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