教学设计
课题 Unit 4 Why don’t you talk to your parents Section A 4a
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 1.复习although，until 和so that的用法和如何提建议。 2.学习减压的方式。
学情分析 本课的教学内容是人教版八年级英语下册第四单元的第三课时，SectionA的4a-4c主要是通过练习进一步熟练运用连词although, until,so that 的用法和提建议的方式。对这部分应让学生先独立完成，再核对答案,纠正他们的错误,以加深记忆和理解。Section B 部分介绍了几种减压的方式，并通过听力和口语练习进行巩固。
学习目标: 1.能够对别人的问题提出建议。 2.通过练习,能够掌握 although，until 和 so that 的用法。 3.能够学会放松自己。
重难点： （1）能借小组活动的机会，积极用英语与其他同学交流，谈论未来的理想职业。 （2）能从听力材料中提取关键信息，顺利完成听力任务。
教学评活动过程 教师活动学生活动环节一：Greeting and reviewT:Good morning, class! Ss:Good morning,teacher! Can you make some sentences with“although”,“until”,“so that” Ss say the questions of problems. 设计意图通过复习的问题导入，活跃课堂气氛，营造学习英语氛围，激发学生学习兴趣。环节二：Practice教师活动 1.Fill in the blanks with“although”,“until”,“so that”in 4a. 2.Check the students' answers. 3.Make their own sentences with “although”, “until”,“so that”. 4.Write one piece of advice for each problem in 4b. 5.Compare your advice with your partner's and decide whether the advice is good. 6.Group work. Choose one of the problems in 4c and ask your classmates for advice. Discuss the advice and decide which classmate has the best advice. 学生活动 Ss Fill in the blanks with“although”,“until”,“so that”in 4a. Check answers.设计意图设计意图:这部分主要是通过机械训练和发散性训练来复习although,until,so that的用法和给别人提建议的方法。唤起学生对未来理想的憧憬，激起学生学习英语的兴趣。环节三Presentation学生活动教师活动 1.Do you sometimes feel stressed out Then how do you like to lower your stress Talk about it with your partner. 2.Look at the activities in 1a. Which do you like to do to help lower your stress Order them(1-8)with 1 being the most favorite thing you do to lower stress. 3.Tell your partner about your answers. Can you say out the activities in your order Let's have a try with your partner.学生活动 Discuss these questions and answer these questions. 设计意图锻炼他们的口语和提高勇于表达的胆量。 环节四：Listening教师活动 1.First, go over the problems in 1c.Listen some problems and advice Check the problems Wei Ming talks about. 2.Listen to the conversation more carefully and find the specific ideas. ①Listen again. What advice does Alice give to Wei Ming Fill in the blanks. ②Check the students' answers. 学生活动 Listen to the conversation and check the answers. 设计意图通过这一环节，锻炼学生们的听力。环节五： Role-play教师活动 Listen again.Try to repeat and retell it twice or three times.Then role-play a conversation between Wei Ming and Alice. 学生活动 Try to repeat and retell. 设计意图本部分的内容重在培养学生们口头表达的能力，同时通过复述引导学生更好地内化语言知识。环节六：Free talk 教师活动 What is your advice to Wei Ming Tell your partner and say why. Make it into a conversation like this: A:I think Wei Ming should... B:Why A:Because... 学生活动 Students discuss it with their partners. Show their own conversations. 设计意图 通过这一环节，培养学生的合作能力。同时再次创设真实情境培养学生的英语综合语言能力。
板书设计 Unit 4 Why don’t you talk to your parents Section A 4a 1.How to give advice: You should... 4You could... Why don't you... 2. Ways to lower your stress: play sports hang out with friends talk to parents or other family members spend time alone play computer games read books watch movies
作业与拓展学习设计 1.Revise the expressions about how to give advice. 2.List your ways to lower your stress.
特色学习资源分析、技术手段应用说明 本节课使用希沃App 设置课件，充分调动学生的视觉注意力和听觉注意力。
教学反思与改进 本节课主要是通过进一步练习，熟练运用连词although until so that用法和提建议的方式，应该让学生独立完成，培养他们的独立自主性，在核对答案，并通过听力和pair work的练习去练习学生的口语。练习方式灵活多样，教学设计层层递进，符合学生的认知规律。对话内容贴近学生的生活，能激发学生对未来的美好憧憬。很好的展示了师生,生生之间的对话互动，在激发学生英语学习兴趣的同时，增进相互了解，提高运用英语的交际能力。教学设计
课题 Unit 4 Why don’t you talk to your parents Section B(2a-2e)
课型 新授课 复习课□ 试卷讲评课□ 其它课□
教学内容分析 本课的教学内容是人教版八年级英语下册第四单元的第四课时。本课主要采用自主学习的方式,培养学生的阅读理解能力,使学生学会运用阅读技巧。将听说读写渗透到阅读教学，实现阅读课文的整体教学。
学情分析 以学生熟悉的话题导入，通过感兴趣的活动开始,激起学生阅读的兴趣，再让学生了解本单元的阅读策略，并在阅读中运用,最后通过问题检验学生对文章的理解。让学生了解不仅中国学生面临巨大压力,国外的孩子也面临同一问题,面对这种状况,要学会放松。
学习目标: （1）学会根据上下文猜测词义,提高学生的阅读能力,培养学生的语感。 （2）教育学生学会面对过重压力和负担并找寻解决问题的办法。
重难点： （1）学会根据上下文猜测词义,提高学生的阅读能力,培养学生的语感。 （2）教育学生学会面对过重压力和负担并找寻解决问题的办法。
教学评活动过程 教师活动学生活动环节一：Greetings &Leading inHello, boys and girls! How are you today Today I'd like to talk with you about the after-school activities. What do you do after school Show some posters to children. T:Can you tell me what they are Ss: Advertisements for classes. T:Have you taken any classes like this before Ss:….(Someone may answer“Yes,I have”.) T:When did you begin to take Ss:When I was...years old./At the age of... T: What did you learn Did your parents go with you Now check the after school activities you and your classmates usually do in 2a. Ss answer teachers’ questions. 设计意图从在街头收集的培训班广告着手,开门见山，引入话题,通过讨论是否有课外培训的经历,由此来讨论孩子们的课余家庭生活,为阅读文章做好铺垫。环节二：Reading教师活动 1.Skim reading. Have the students read through the passage and try to find the answers to the following questions: ①What is the common problem for Chinese and American families ②Who gives their opinions about the problems Encourage some students to tell the answers to the questions and the others correct the mistakes if any. 2.Guessing the meaning When reading something for the first time, do not worry about the words you do not know. Use the context to help you guess the meaning. Now look at the words in bold in the article Can you guess their meanings Try to match them with the meanings in 2c. Check the students' answers. 3.New words. Show the Chinese meanings and the phonetic symbols of the new words on the PPT.First let the students pronounce the new words aloud according to the phonetic symbols by themselves, then check their pronunciation, and offer help if necessary. 4.Detail reading. ①Read the passage carefully and answer the following questions: Does Cathy Taylor think it's important for kids to join after-school activities ②Does Linda Miller agree with Cathy What's her opinion ③Does Dr,Green agree with Cathy or Linda What does she say ④When do Taylor's children get home ⑤When does competition between families start 学生活动 1.Skim reading. 2.Guessing the meaning. 3.New words. 4.Detail reading. 设计意图通过快读、猜词义、细读三种短文阅读方法回答问题，目的是让学生掌握阅读技巧,并更好地理解文章意思。环节三 After-reading学生活动教师活动 Discuss the questions with a partner in groups. ①What do you think of after-school activities ②What should you do to relax Then every group gives a report of the answers to the class. Let's see which group does best.学生活动 Discuss the questions with a partner in groups. Ss say the names of the jobs. 设计意图 通过这一环节，培养学生的合作能力。同时再次创设真实情境培养学生的英语综合语言能力。 环节四：Further thinking教师活动 Pressure is a serious problem in today's world. We should find ways to relax. What things give you the most stress Think of the solutions to them. Things that give you stressSolutionsTrying to be good at everything.Do fewer activities.
学生活动 Fill in the blanks.学生活动Ss answer like this: He/she is a/an.. Translate Chinese into English. 设计意图给学生提供进行更深思考的空间,使学生学会解决困难的方法。 环节五：Summary教师活动 This class we've learned a reading passage.And we knew many families and children are under pressure. We should learn how to work and how to relax. If you have any problems, you should solve them as soon as possible. I wish all of you can have a very happy life. 学生活动 Think about it with teacher. 设计意图 训练学生总结信息的能力，提高表达能力。
板书设计 Unit 4 Why don’t you talk to your parents Section B(2a-2e) 1.New words and expressions: opinion, skill, typical, football, cut out, continue, compare, compare...with, crazy, push, development, cause, usual 2.Answer the following questions: ①Does Cathy Taylor think it’s important for kids to join after-school activities ②Does Linda Miller agree with Cathy What's her opin ion ③Does Dr.Green agree with Cathy or Linda What does she say ④When do Taylor's children get home ⑤When does competition between families start
作业与拓展学习设计 Make a conversation with your partner about problems and advice.
特色学习资源分析、技术手段应用说明 本节课使用希沃App 设置课件，充分调动学生的视觉注意力和听觉注意力。
教学反思与改进 本节课以学生熟悉熟悉的话题导入，通过感兴趣的活动开始，激起学生阅读的兴趣。让学会让学生学会用英语表达，表述自己的想法，学会放松。教育学生学会面对过重压力和负担，并寻找解决问题的办法，并能够根据上下文猜测词义，提高学生的阅读能力，培养学生的语感。
