英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 2 Content Section A 3a, 3b, 3c
教学目标要求1．能进一步谈论遇到的困难和麻烦。如：I can’t get on with my family.2．能针对问题和麻烦给别人提出解决办法和建议。3．能合理评论别人的建议并说明原因。如：I agree / disagree with his advice because ...4．能读懂描述困难和麻烦的书信。5．能读懂针对麻烦提出建议的书信。6．能认读并能工整书写所学单词：relation, communication, argue, cloud, elder, instead, whatever, nervous, offer, proper, secondly, communicate, explain, clear等。7．能掌握并运用词汇和结构：make sth. clear, not allow, worried, get on with等。8．能模仿录音正确朗读教材上的语篇。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语及描述人物个性特点的单词。Look at the pictures, let’s talk about their problems and give them advice.教师指着第一幅图和一个学生在班上为大家做示范。T: What’s wrong with Peter S1: He had a fight with his best friend.T: Why doesn’t he call him to say sorry S1: He doesn’t like to talk on the phone.T: He could write a letter to his best friend.S1: That’s a good idea!
2 仿照上述对话，组织Pair work复习活动。OK. Let’s do pair work. Work in pairs and make conversations.学生双人对话活动，教师随机抽取几组学生展示。
导入时间3 m 3 导入新课话题。Let’s look at a picture.What’s wrong with the girl (or boy) Can you get on well with your family (If not) How do you feel What should you do (随机教授单词argue, relation, communication, communicate)
4 读图，引入本课内容。Look at this picture. What are they doing What do you think we are going to read this class
3a时间10 m 5 寻读课文，整体感知课文内容。Look at the picture again, scan the text and find a sentence to describe the picture. 学生寻读课文，找出描述图片内容的句子。(如果有困难，教师提问启发：What are they doing Are they fighting or arguing )
6 默读课文，理解生词和词组。Now read the text silently, write down what you don’t understand. 鼓励学生根据上下文猜测单词的意思，教师适当帮助启发学生理解。随机教授解释生词和词组：cloud, elder, instead, whatever, nervous, offer, proper, secondly, explain, talk about, so that
7 读课文回答问题，把握课文内容，同时深入理解生词和词组。Now read the text again and answer the questions.核对答案，同时强化生词和词汇。
8 读课文填表格，细节上把握课文内容。Now read the letters and fill in the chart.核对答案。
3b时间7 m 9 再读课文，深化对课文提供的话题和预料的理解。Read the letters aloud.
10 编写对话，反馈对课文内容的理解。1．Discuss in groups and give your opinions: Do you agree / disagree Robert Hunt’s advice Why 2．Now, work in groups. Make a conversation between Sad and Thirteen and Robert Hunt. (学生以组为单位将语篇 内容改为对话。教师巡视鼓励学生给出与Robert Hunt’s 建议不同的理由，并给予必要的帮助。)3．Let’s do pair work. Suppose one of you is Sad and Thirteen, the other is Robert Hunt. Role-play your conversation.4．学生双人活动，教师抽取几组学生表演对话。
3c时间6 m 11 阅读后语言知识学习，巩固和加强对部分词汇的理解与运用。Which words or phrases in the letters have the same or similar meanings as the following Match them.核对答案。
12 翻译句子，进一步强化对生词和词组的理解和运用。1．Now find out the sentences with the words and phrases. Try to translate them into Chinese.2．Can you make some sentences using these words and expressions 学生自己在练习本上造句，然后向全班读自己的句子，同学们共同帮他修改。
拓展时间8 m 13 拓展：改编课本剧。Now let’s make the two letters into a play.1．First, let’s think what role should be in the play (学生 回答可能会包含：father, mother, brother, Sad and Thirteen, Robert Hunter，教师给予评价肯定并补充角 色)2．Now let’s think: what can cause argument in family (学 生答案有很多)3．Let’s see the situation. (让一位学生朗读情节设计)4．Next, discuss the words for each person in groups. (教师 巡视，提供必要的帮助)5．OK, class. Now practice your play in groups. Which group would like to share your play 小组展示课本剧。
小结时间2 m 14 总结本课所学目标语。What did you learn this class 学生自己总结完之后齐声朗读。
作业1 m 15 Homework(布置作业)1．听语篇录音并进行模仿朗读3a。2．工整抄写并熟读记忆语篇中的生词和词组。3．用3c中的词汇结构造句。英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 1 Content Section A 1a, 1b, 1c; 2a, 2b, 2c,2d
教学目标要求1．能询问别人遇到了什么困难和麻烦。如：You look sad. What’s wrong 2．能陈述遇到的困难和麻烦。如：I have to study so much that I don’t get enough sleep. 等。3．能针对困难和麻烦提出解决的办法和建议。如：Why don’t you go to sleep earlier this evening You could write him a letter. You should talk to him so that you can say you’re sorry. 等。4．能使用情态动词could和should给别人提出建议。如：You could write him a letter. You should talk to him so that you can say you’re sorry. 等。5．能结合自身情况评价别人提出的建议。如：It’s not easy. I don’t want to talk about it on the phone等。6．能认读并能工整书写所学单词：allow, wrong, midnight, look through, guess, deal等。7．能模仿录音正确朗读和表演教材上的对话并能模仿目标语的结构和语调进行初步表达(会话)。如： What’s wrong I’m really tired because I studied until midnight last night.
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语和导入谈论问题和提建议的话题。Look at the picture:— What’s the matter — He has a sore throat. — He should drink hot tea with honey.
2 仿照上述对话，组织Pair work复习活动。Let’s do pair work: Talk about their problems and give some advise.学生双人活动，教师抽查几对学生。
导入时间1 m 3 引入单元标题，导入新课话题。Just now we talked about some physical problems. In our daily life, we usually meet many other problems. And we should solve our problems. Let’s learn “Unit 4 Why don’t you talk to your parents ”教师板书或课件显示：Unit 4 Why don’t you talk to your parents 教师询问几个学生：What’s your problem in your life
1a时间5 m 4 读图，了解主题图——场景和人物。Look at the picture. Please watch and read. Then, answer: (指着左图)What is the girl doing？(She is doing her homework.)(指着右图)What’s this girl doing (She is playing the piano.)
5 运用1a的描述，激活学生了解的生活中的困难和烦恼。Now, let’s look at the problems in 1a. (点一位学生的名字)Read the problems, please.学生朗读1a中描述的困难和烦恼。教师给予评价(肯定或纠正某些单词的发音。)Now answer me:What’s the girl’s problem
6 理解辨别too many和too much的用法区别。Let’s read the sentences together. (教师板书：too much homework, too many classes)Can you give more examples using “too much” and “too many” (学生举例)Please read these phrases. Let’s observe the phrases: When should we use “too much” and when to use “too many” (学生观察总结too much 和too many的用法区别，教师给予评价补充。教师板书：too much修饰不可数名词；too many修饰可数名词复数)
7 完成对困难和麻烦的简单评价。Which problem do you think is serious Which problem do you think is not serious 学生完成1a的表格。
8 本活动的检查评价。Now let’s know your opinions.
1b时间5 m 9 听前活动，了解对话谈论的内容，让学生有整体感受。Two girls are talking about their problems. Listen and answer: What problem are they talking
10 回答听力目标问题。Now you’ve heard the conversation, what problem are they talking about 要求学生举手回答问题，教师多点学生回答，不急于给出答案。
11 通过听力呈现谈论困难和提建议的目标语并运用目标语。Listen again. 播放录音过程中，在重点信息处(如：I studied until mid-night last night so I didn’t get enough sleep. / I have two after-school classes. 等)停下来让学生重复(教师纠正语音语调)。核对答案。
12 视听会话的动画，并模仿跟读会话。Look, listen and repeat.
1c时间4 m 13 与学生对话，导入提建议的功能项。Please read the third problem.Ss: My parents don’t allow me to hang out with my friends.T: Why don’t you talk to your parents (教师随机给出建议，并教授词汇allow)
14 与学生对话，加强学生运用目标语言的意识。T: I have to study hard so I don’t get enough sleep. What should I do 学生提出解决办法和建议。(教师给予评价指导，板书提建议的句型。)
15 组织pair work，针对目标语进行实践活动。S1, you read the conversation in 1c, others repeat, please.Now look at the problems in 1a. Please make conversations to give advice.学生双人活动，教师抽查几对学生
2a时间4 m 16 听前预热，训练学生辨音能力和听力准确性，将单词的声音特征和视觉特征进行匹配。Please read the words aloud:could, should(板书这两个单词)
17 听力实践，在语境中听辨目标词汇。Listen to the conversation, and then tell me what Peter’s problem is.教师播放录音。学生回答听力目标问题。核对答案。
2b时间4 m 18 听前活动，了解语言背景，导入对建议评价的功能项。Please read after me.教师带读2b。
19 听力实践，指导学生在语流中快速准确地识别和捕捉需要的信息，选择性地听，关注细节。Does Peter like his friend’s advice Why 核对答案。
20 呈现并使用目标语言，培养学生运用语言知识的能力。教师有停顿地播放录音，通过提问保证学生对对话内容的理解，并引起学生对某些词汇、词组和句型的注意。参考问答：A: What are they talking about B: They are talking about Peter’s trouble.A: What’s the matter with Peter B: He had a fight with his best friend.A: Did he call or write a letter to say sorry B: No, he didn’t.A: Why didn’t he That’s a good idea!B: He knows it’s a good idea, but he is not good at writing Letters.A: How about calling to say sorry B: He doesn’t want to do it on the phone.A: Did he go to his friend’s house B: No, he doesn’t want to surprise him.A: Will he take his friend to the ball game B: No. It is next week. He wants to talk to his friend before the ball game.A: Does anyone in the class have any good advice B: He should ... He could ...
21 进一步体验对话内容；跟读对话中的句子，模仿纠正语音语调。Listen and repeat.(课件领读，学生模仿朗读会话)
2c时间3 m 22 语言输出活动。在听的基础之上，对重点句型进行强化训练。教师扮演A，一学生扮演B，示范表演：A: What’s the matter, Peter B: I had a fight with my best friend. What should I do A: Well, you could call him so that you can say you’re sorry.Now work in pairs to role play the conversation between Peter and his friend.学生双人活动，教师抽查几组学生。
2d时间6 m 23 提出问题，了解对话背景，导入对话。How do you feel and what should you do if someone looked through your things or took some of your things
24 读对话，把握目标句型。Please open your books and read the conversation to find Dave’s advice.核对答案。
25 问答，理解对话中的词组。Read the conversation and answer the questions: 核对答案1．What is Kim’s problem (His sister looked through his things yesterday and took some of the things away.)2．Did she return the things (No, she didn’t give them back.)3．Did Dave think that’s a serious problem (No, he thinks it’s not a big deal.)4．What does Dave hope (He hopes things work out.)
26 朗读对话，纠正语音语调，理解对话，深化对对话的印象。Now, work in pairs and role play the conversations. 学生两人一组分角色朗读对话至熟练，再交换角色朗读对话至熟练。Now who can perform the conversation
小结时间4 m 27 本活动的检查评价；归纳、反馈、强化本节课的学习目标。1．请几组同学为全班分角色朗读(也可要求程度好的学 生在2d对话的基础上进行创造性的改编并表演。其 他学生挑出他们语音语调上的错误、朗读中情感表 达准确与否。)2．What did you learn in this class 学生总结之后齐声朗读。
作业1 m 28 Homework(布置作业)1．听教材2d会话录音并和同伴一起进行模仿朗读。2．工整抄写并熟读记忆本课时所学的单词。3．工整抄写并熟读记忆本课时出现的询问和陈述困难、 麻烦的句型以及给别人提出解决办法和建议的句型。英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 6 Content Section B 3a, 3b, Self Check 1, 2
教学目标要求1．能表达对课后辅导班的观点。如：After-school classes can help kids get into a good university. 等。2．能表达自己对观点的看法。如：I agree / disagree with … 等。3．能掌握连词until, so that, although的用法。4．能针对具体的问题提出建议。如：Self Check 2。5．能展开阐述对课后辅导班的看法。如：3b。6．能认读并正确书写所学词汇。如：in one’s opinion, perhaps等。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间6 m 1 复习已学目标语。What are these (after-school class advertisements)What do you think of after-school activities 学生发表自己的观点
2 复述Section B 2b课文。Now let’s retell the text.教师点名叫四名学生分别复述一段课文。
导入时间1 m 3 引入单元标题。Well, we’re going to go on learning Unit 4 Why don’t you talk to your parents 教师板书(或课件显示)：Unit 4 Why don’t you talk to your parents Period 6 (Section B 3a- Self check)
4 导入新课话题。Most of our parents want us to take after-school classes. What are their opinions
3a时间3 m 5 读表格，了解家长的看法。A magazine interviewed some parents about after-school classes for children. Here are their opinions. Let’s read together.学生齐读，教师纠正发音。
6 完成表格，表达自己的观点。I agree with “I want my child to be a successful person.” But I don’t agree with “It’s good for children to start learning from a young age.”What are your opinions about the parents’ opinions Do you agree or disagree with them Please write down your opinions.
3b时间5 m 7 上一活动的反馈。1．Who’d like to share your opinions 教师点名让学生发表自己的观点。2．教师接着某一同学的观点追问：You agree with … Why Can you tell your reason (该学生回答，其他有相同观点的学生继续补充)。
8 小组讨论，补充完整句子，为写作做准备。Now work in groups to finish the sentences.学生以小组为单位讨论补充句子。
9 上一活动的反馈。Which group would like to share your sentences (小组选出代表朗读自己小组完成的句子)
10 读表格，把握写作结构。Let’s read the chart.Who can tell us how to write the letter What to write first (Say if you agree or disagree)What to write next (Explain why)What should you pay attention to (It’s a letter)
11 根据表格和自己补充的句子完成写作。Now write your letter to the magazine to express your opinions.
12 小组内交换修改，提高目标语使用的正确率。Change your passages in your group. Read your partner’s passage and give him or her some advice.小组交流修改。
13 分享作文，相互借鉴学习。Ask some students to read their passages.全班核对答案(参考答案)。
Selfcheck1时间6 m 14 朗读词汇，了解所给词汇。Read the following words loudly and tell the Chinese.until so that although(学生朗读并说出汉语意思)
15 填空，自我反馈本单元重点词汇掌握情况。Now fill in the blanks using until, so that or although.学生交流核对答案。
16 句子接龙，进一步复习词汇。I have some pieces of paper. Each group chooses one piece. Each student writes some words to finish the sentence. The group which writes the most correct sentences will win the game.学生轮流写句子，教师把握时间。小组朗读句子，学生共同评价。
Selfcheck2时间6 m 17 写出自己的建议，自我检查提建议句型的掌握情况。1．Write down your advice.2．Correct for each other in groups. 3．Ask students to read their advice.
小结时间4 m 18 本活动的检查评价；归纳、反馈、强化本节课的学习目标。Ask students to read their advice.选取几个学生全班分享交流他们的建议。全班选出最佳建议。
19 归纳、反馈、强化本节课的学习目标。1．本单元话题提纲。2．询问别人遇到困难与烦恼的句型。3．向别人求助的句型。4．如何提建议的句型。让学生陈述，不断补充完善。
作业1 m 20 Homework(布置作业)1．完善关于课后辅导班观点的书信。2．总结询问别人遇到困难与烦恼的句型、向别人求助 的句型和给别人提建议的句型。英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 4 Content Section B 1a, 1b, 1c, 1d, 1e
教学目标要求1．能描述减压的方法。如：play sports, read books等。2．能听懂并找出所谈论的困难和麻烦。如：My parents give me a lot of pressure about school. 等。3．能听懂并记录别人提出的建议。4．能认读并能工整书写所学单词。如：member, pressure, compete等。5．能模仿目标语的结构和语调进行表达(会话)。如： — I think Wei Ming should … — Why — Because …
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习所学目标语。Look at the pictures. Please give advice to them.让学生针对这些问题提出建议。
2 组织Pair work复习活动。OK. Let’s do pair work: Talk about the problems and give advice.学生双人活动，教师抽查几对学生。
导入时间1 m 3 导入谈论压力的新课话题。Look at the girl. She is under too much pressure. (随机教授单词pressure)Do you feel stressed out (学生回答Yes!)What do you do to lower your stress
1a时间7 m 4 回答问题，学习描述减压的词块。First, look at the pictures.(学生试着用完整的句子说出减压的方式：I … to lower my stress. 教师纠正发音，并随机教授生词member)
5 朗读1a活动要求，完成活动，熟悉目标语言。Let’s read it together. Which is the most favorite thing you do to lower your stress Now rank the things.
1b时间5 m 6 本活动的检查评价。学生交流自己的方式。(要求用完整的句子来回答：I like to … to lower my stress best. Then I like to … Next I like … I don’t like …)
1c时间6 m 7 听前活动， 明确对话主题。Wei Ming is talking about his problems.Let’s see what his problems might be.学生齐声朗读1c的句子。
8 听力实践，整体把握听力信息。Listen, how many problems does Wei Ming talk about in the conversation 教师播放录音。
9 听力实践，从对话中获取信息。Now listen and check the problems Wei Ming talks about.教师播放录音。
1d时间7 m 10 本活动的检查评价，转入下一活动。1．What problems does Wei Ming talk about (核对答案)2．Look at 1d: What advice does Alice give to Wei Ming Read the sentences by yourself.
11 听力活动，从对话中获取信息，记录目标语言。Listen to the conversation again and fill in the blanks.核对答案。
12 进一步体验对话内容；跟读对话中的句子。Listen and repeat.(课件领读，学生模仿朗读会话)
1e时间6 m 13 对话练习，进一步强化目标语言。What is your advice for Wei Ming Tell your partner and say why.
小结时间4 m 14 本活动的检查评价；归纳、反馈、强化本节课的学习目标。1．抽查两对学生的会话表演。2．教师在他们会话完成后询问几个学生： What can you do to lower your pressure (师生交流)3．学生齐读小结内容。
作业1 m 15 Homework(布置作业)1．听教材会话录音并进行模仿朗读。2．工整抄写并熟读记忆本课出现的单词。3．写出不少于6个表示减压的方式的词组和句子。英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 5 Content Section B 2a, 2b, 2c, 2d, 2e
教学目标要求1．能够谈论课后的活动。如：have after-school lessons等。2．能够根据上下文的语境猜测生词意思。3．能够根据图片和题目预测课文内容。4．能理解美国和中国中学生生活中的麻烦。5．能够掌握单词的使用。如：opinion, skill, typical, football, cut out, quick, continue, compare, crazy, push, development, cause等。6．能模仿录音正确朗读课文。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间2 m 1 复习已学目标语。和学生进行自由会话：What do you usually do to relax yourself 学生给出很多种不同的回答。
导入时间3 m 2 导入新课话题。What do you think of the little girl (学生答案不一)I think the girl is stressed out.
3 导入课文题目。Are you under great pressure sometimes Today we are going to learn a text: Maybe You Should Learn to Relax!(板书课文题目：Maybe You Should Learn to Relax!)
2a时间5 m 4 读前热身，激活学生大脑中的课外活动形式。What activities do you usually do after school What activities can you do after school What activities do you want to do but can’t do What activities don’t you want to do but you have to do What do you want to do most Why 学生齐读课外活动形式。
2b时间10 m 5 读图和题目预测课文内容。1．Look at the picture: Where are they What are they doing What are they playing basketball for (教师引导学生： For fun For competition For training skills 随机教授 生词skill)2．Read the title： After reading the picture and the title, what do you think the passage is about
6 略读，找出相关信息。Skim the passage and answer:1．What is the common problem for Chinese and American families 2．Who gives their opinions about the problem
7 寻读课文，理解词汇、语法、长句和难句。Read and answer the questions核对答案(随机教授词汇结构：after-school classes, exam skills, get into, compete, are busy with, football training)Class, let’s think: Can they succeed if they are not healthy (学生回答No.)That’s the problem. But what should we do Let’s listen to the doctors.找一名学生大声朗读最后一段。What are the doctors’ opinions 全班核对答案。
2c时间6 m 8 细读课文，根据上下文猜测词义。Read the passage carefully and guess the meanings of the words in bold. Match the words with the meanings. How can you know the meanings of the words 师生交流结果，总结阅读策略——利用上下文的语境来猜测生词的意思：(随机教授这些生词)
9 跟读课文，进一步加深对课文的理解。Now listen and repeat.
2d时间5 m 10 朗读课文，获取更多细节信息。Let’s read the passage again and answer the questions.学生独立完成。学生互相讨论核对答案。核对答案(要求基础好的学生不看书回答)(教师随机讲解push, cause a lot of stress)
2e时间6 m 11 活动前准备。1．First think about the questions: (1) What do you think of after-school activities (2) What should you do to relax 2．Write down your opinions and the activities.
12 以采访的形式进行综合口语训练。Now I am a reporter. You are the famous persons (Yao Ming, Jay Chou, Stephen Chou, Jackie Chan, etc.). I’m going to ask you the questions.教师点名让一名学生进行举例:Reporter: Hello! I’m a reporter from CCTV. I’m going to ask Jay Chou some questions. Hi, Jay Chou, what do you think of after-school activities S1: I think … / In my opinion …Reporter: What do you usually do to relax S1: I usually …
小结时间2 m 13 本活动的检查评价；归纳、反馈、强化本节课的学习目标。1．抽查两名学生随机采访其他人。2．What did you learn in this class
作业1 m 14 Homework(布置作业)1．听教材2b录音并进行模仿朗读。2．工整抄写并熟读记忆课文中的生词。3．尝试描写你对于课外补习班的看法，并对中学生的放松 方式提出建议(选做)英语 八年级下册
Unit 4 Why don’t you talk to your parents Period 3 Content Section A Grammar Focus, 4a, 4b, 4c
教学目标要求1．能询问别人遇到什么困难和麻烦。如：What’s the matter 2．能向别人求助。如：What should I do What should he do 等。3．能针对具体问题给别人提出合理解决办法和建议。如：Why don’t you … You could … You should … 等。4．能结合自身情况评价别人提出的建议。如：I guess I could, but I don’t want to surprise him. 等。5．能正确运用词汇：although, so that, until等。6．能认读并能工整书写所学单词：copy, return, anymore等。
教学过程
活动 步骤 教与学活动目的及其操作 教学资源运用
复习时间3 m 1 复习已学目标语并导出本课重点语法。Let’s read the conversations together.
导入时间1 m 2 导入新课话题。Today we are going to learn grammar about “until, although, so that”.
GrammarFocus时间10 m 3 找出目标句型，初步感知。Read the conversations again and find out the sentences with “until, although, so that”让两名学生朗读找出的句子。
4 讨论句子，掌握目标词汇的含义和词性。Now discuss the meanings and parts of speech of the three words.学生讨论之后汇总讨论结果。教师给予评价：肯定或纠正这些词的词性及含义。
5 朗读，深化理解该词汇的含义和词性。Now let’s read the sentences together.学生朗读。
6 问答，理解连词的表意功能。1．Read the sentence together, please. (学生朗读Bob talked although the class began.) 教师提问：Did the class begin (学生回答：Yes!) 教师提问：Did Bob talk in the class (学生回答： Yes, he still talked after class began.)2．Let’s read this sentence together. (学生朗读Bob talked until the class began.) 教师提问：Did the class begin (学生回答：Yes!) 教师提问：Did Bob talk in the class (学生回答： No, he didn’t talk after the class began.)3．Read together, please. (学生朗读You should do more jobs around the house so that your parents have more time for proper communication.) 教师提问：Why should I do more jobs around the house (学生回答：Because your parents need more time to communicate with each other.)
7 朗读，内化目标词汇。Read grammar focus together.
4a时间8 m 8 完成4a，练习目标词汇。Fill in the blanks in 4a with although, so that or until. 学生笔头完成4a。核对答案：请学生逐一朗读对话并翻译成汉语。
9 大声朗读，进一步加强对目标词汇的理解。Read the conversations aloud together.
10 拓展词汇用法。1．Let’s look at these sentences: 教师呈现句型。 What does each sentence mean (学生翻译句子并总结：although和but不能同时 使用，但是although和but都可以和still同时使用。)2．Let’s look at these sentences: 教师呈现句型。 What does each sentence mean (学生翻译句子并总结：so that意思是“以便”，so 意思是“所以”，so … that … 意思是“太……以至 于……”)3．Let’s look at these sentences: 教师呈现句型。 What does each sentence mean (学生翻译句子并总结：until意思是“直到”，before 意思是“在……之前”，after意思是“在……之后”)
11 朗读，进一步加强对目标词汇的理解。Read the sentences together loudly.
4b时间7 m 12 写出建议，练习目标句型和目标语言。Write one piece of advice for each problem.学生独立完成，教师巡视指导，提供必要的帮助。
13 互相朗读，对比提高。Please read your advice in your groups and choose the best advice.学生小组之间互相朗读对比，互相评改，选出最好的建议。
14 心理咨询活动，将目标语言应用于生活。Each group chooses one student to be a psychologist to give advice to students. Then choose which advice is viable.学生多人活动，教师鼓励学生将问题开放，不仅仅限于4b的问题。
4c时间7 m 15 针对目标语言进行实践活动。Let’s have a competition. Each group chooses one of the problems and gives advice. You can’t give similar advice. Let’s see which group’s advice is the best and the most viable.1．小组代表抽签。2．Now discuss your advice in groups and write it down. (学生讨论建议，记录汇总)3．汇总建议，其他人补充。4．评价。
小结时间3 m 16 总结本课所学目标语。学生跟读Grammar Focus中的句子。
作业1 m 17 Homework(布置作业)1．大声朗读4a的对话。2．工整抄写并熟读记忆所学单词。3．工整抄写并熟读记忆Grammar Focus中的句子。
