Unit 4 Why don't you talk to your parents?教学设计【人教八下英语】

Unit4 Why don't you talk to your parents SectionA 1a-2c 课时教学设计
课型 听说课 课时 1
教材分析
本课谈论人际关系遇到的困扰并且能够提出合适的建议，1a用不同句式呈现了学生常见的各种烦恼或抱怨；1b通过听输入目标语言；1c则要求学生针对本单元话题词汇和句型进行简单的口头操练，完成最基本的语言输出；2a-2c通过听和说的互动方式深化和拓展本单元话题内容，增加了不喜欢各种劝告的理由，是对话更生动、更真实。
学情分析
八年级的学生已经有了一定的词汇基础，同时前三单元结束之后，对询问他人状况和困扰的句型已经给建议的话题也较熟悉，这对本节课奠定了良好的基础。但对于连词although，until，so that 引导状语从句的的语用功能，由于英汉差异，学生掌握起来是有一定难度的，因此在设计课堂教学活动时，本节课利用情境体验和课堂活动，提高学习兴趣，从而引入到实际生活中，知识多次复现，从而达到运用掌握。
课时教学目标
语言能力：能掌握本课时出现的新词汇；能够运用学过的句型人际交往方面的困扰；围绕日常活动编写对话，能以角色扮演的形式，以正确的语音、语调运用恰当的结构提供建议。 学习能力：学生能够听前看主题图推测话题；听后，模仿输出Role-play 巩固所学；在学习中善于利用图片等非语言信息理解主题；能够运用任务链听力活动谈论人际交往遇到的困扰，口头输出目标语言，综合输出目标语言。 思维品质：学生通过主人公和朋友发生矛盾的情境，学会和朋友一同探讨人际交往所遇到的困扰并且给出适当的建议，感受英美国家不同的文化差异，培养逻辑性和创新性。 文化意识：在学校生活的情境下，学生能够体验不同的人际交往的矛盾和困扰，在放松之余收获更多的知识，提高社会交往，学会自我提升。
教学重难点
教学重点：有关实际生活中面临的种种压力和困难的词汇表达；关于征求和给予对方建议的表达用语； 教学难点：能根据对方所提出的问题，给出一些合理的建议。 学会表达建议的一些方式。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1: Warming-up Let’s watch a video and talk about what problem they have in the video.(Key expression:They don’t get enough sleep. ) Step2: Presentation Ask the students to tell each other their problems. And write them on the blackboard. Sa: don’t sleep well Sb: have too many after-classer have too much homework … Brainstorm:What else Finish 1a.Look at these problems. Do you think they are serious or not Write them in the appropriate box Step3: Listening Task1 Pre-listening 展示1b图片展开讨论： What problems does she have Is the girl studying or sleeping Is she happy or unhappy Is the girl playing the piano or the violin 2.完成课本1b听力任务。. 3.Listen again and fill in the chart. 4.Read loudly and check your answers. 5.归纳小结 询问个人问题的句型： What’s wrong (with sb. / sth.) What’s the matter (with sb. / sth. ) What’s the trouble (with sb. / sth.) What’s your trouble What happened to you What’s up 表建议的句型： Why don’t you +动词原形... 你为什么不…… Why not +动词原形... 为什么不….. What/How about +动词ing... …怎么样？ You’d better (not) +动词原形.... 你最好(不)……. You should +动词原形... 你应该… You could +动词原形.... 你可以… 6.完成1c.Look at the problems in 1a and make conversations. Step4:Listening Task2 Pre-listening Peter had a fight with his best friend. What should he do 2.完成2a听力任务. 3.完成2b听力任务. 4.Listen and repeat. 5.Fill in the blanks according to the conversation. Peter had a ______ with his best friend. He could ______ him a letter. But he isn’t good at writing letters. He ______ call him ____, but he doesn’t want to talk about it on the ______. He ______ talk to him so that he can say he’s sorry but it’s not ______. He ______ go to his house but he doesn’t want to _________ him. He could take him to the __________, but he doesn’t want to wait that long. 6.完成2c任务.Role-play a conversation between Peter and his friend. 7.Try to retell the conversation. You can start like this: Peter had a fight with his best friend. He could... Step 5. Summary. 观看动画视频并回忆自己人际关系或者学校生活中遇到的困扰和压力。 谈论图中人物在遇到的压力和烦恼。 思考如何用英语提出问题和给出建议并总结要点。 和搭档一起完成课本1a. 重点知识点做笔记。 观察1b图片并参与讨论 完成听力1b任务。 再听一遍，完成对应的听力任务。 听对话并跟读。 尝试总结本课要点：如何谈论遇到的困扰，以及如何给他人提供建议。 和搭档一起角色扮演听力内容。 根据图片猜测peter的遭遇，思考假如你是Peter，你应该怎么做。 完成课本2a的听力任务。 完成课本2b的听力任务。 再听一遍，完成对应的听力任务。 结对编对话。并展示对话内容。 用自己的话复述听力内容。
课时教学板书设计
Unit4 Why don’t you talk to your parents Section A 1a-2c
课时作业设计
Level A:Interview three of your classmates or friends about their problems. Write them down and try to give some advice. Level B:Design a chart to sum up the problems, advice and the reasons why the advice is not good you have learned this class.
课后反思（实施后填写）
Unit 4 Why don’t you talk to your parents SectionA 3a-3c课时教学设计
课型 阅读课 课时 1
教材分析
本课时为阅读技能训练及语言学习的综合训练，3a-3c是关于读的训练。通过学习课文，学生不仅需要掌握语言知识，还要理解文章内涵，反思生活中常见的家庭矛盾以及家长、同学、朋友之间的沟通问题，并学会正确对待这些问题。3b主要训练学生合理表达自己的观点和看法，3c是有关同义词和近义词的练习。
学情分析
通过前面的学习，学生已经掌握了一定的有关身体健康问题、学业问题等的词汇和提建议句型，具备了初步的听说读看写技能，对语言学习的热情也逐步增加。本阅读篇章的主题贴近学生生活实际，高度关注强少年的心理健康和情感教育，学生对其内容会产生一定的共鸣和共情。教师可引导学生反复阅读琢磨，挖掘深层含义，反思自我，并认识到与人交流沟通的重要性。
课时教学目标
语言能力：能够在“破壁”的情境中，正确使用could，should和Why don’t you... 句型表达建议，以及更加丰富的词汇和语言表达，以读、说等方式理解他人描述的家庭矛盾、恰当表达自己的建议； 学习能力：能够通过阅读有关家庭矛盾的问题与建议的文章，保持英语学习兴趣；通过略读、寻读等阅读策略的感悟、体验和学习，促进阅读理解能力的提升；通过小组合作，提升团队协作能力。 思维品质：能够在老师的引导下，通过思考、讨论等课堂活动，对所出现的家庭矛盾进行更深入的探究，提高思维的深刻性和批判性； 文化意识：学生通过学习，能够反思生活中常见的家庭矛盾以及与家长、同学、朋友之间的沟通问题，学会正确地对待这些问题；
教学重难点
教学重点：掌握本部分出现的生词和词组，达到熟练运用的目标；阅读短文，获得有关家庭问题及其解决方式的信息，通过阅读策略的运用提高阅读能力。 教学难点： 理解并运用所学的词汇及表达方式；运用恰当的阅读策略获取信息，培养人际交往能力。
教学方法
情境式教学，任务型教学法:启发式教学
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1: Warming-up 1.Free talk:Do your parents often argue or fight a lot Can you get on well with your family Are the relations between your family difficult Who do you ask for help when you have problems (In western countries, students may write to a school counselor, someone who can understand them and give some advice. A school counselor is a person who is trained to help students with both school and personal problems.) 3.Lead-in:Robert Hunt is a school counselor.He received a letter from a student. Step2: Prediction Look at the picture and answer the questions. What’s the relationship between them What are they doing What kind of problems may the letter talk about Step3: While-reading Task1:Fast reading Read the letter quickly and answer the questions. 1.Who wrote the letter 2.What can we get from the name 3.What does the sentence “It’s like a big, black cloud hanging over our room” imply(暗示) Task2:Careful reading The first letter: Task1:Find out Sad and Thirteen’s problems. Task2:Fill in the blanks. Task4:Try to retell Sad and Thirteen’s problems. Sad and Thirteen has some _________. He can’t ____________ his family. His parents _____ a lot. It’s the only ______________ they have. When they _____, it’s like a big, black cloud ______________ their home. He doesn’t like it. His brother always watches ________ he wants until midnight. He _______ to let Sad and Thirteen watch his favorite TV TV show. So Sad and Thirteenhe thinks it’s______and always feels ______ and ________ at home. After reading the letter, Robert Hunt gave him some advice. The second letter: Task1:Find out Mr.Hunt’s advice. Task2: Fill in the blanks. Task3:Try to retell Robert Hunt’s advice. Robert Hunt thinks Sad and Thirteen should __________ these feelings with his family. He should _____ to help. Maybe he _____________ jobs around the house so that they have more time_____________________________ Secondly, he could sit down and ________________ his brother. He could ________ that he ____________ his brother watching TV all the time, however, his brother should let him watch his _____________. Step4:After reading 1.Language points 1) that I can't get on with ... 此处作表语, 是表语从句。表语从句与宾语从句一样, 要用陈述语序。 get on/along with sb. “和某人相处”； get on/along well/badly with... “ 与……相处得好/不好” 2)argue意为 “争吵,争论”。其名词形式为argument 。 argue with sb. = have an argument with sb. “与某人争论” argue about sth. “就某事争论” argue with sb about sth. “为某事与某人争论” 3)hang over “挂在…之上，悬浮在…之上” eg. White clouds hang over the mountain peaks. 山峰上白云缭绕。 4)辨析：elder与older 5)instead 副词, 意为 “反而; 代替; 而不是”, 通常放在句首或句末，在句首时，常用逗号隔开。 e.g. If we can’t go to Huashan, we’ll go to Xi’an instead. 如果我们不能去华山，我们就去西安游玩。 【区别】 instead of 介词短语, 意为 “代替；而不是”, 后面跟与前面并列成分相对应的名词、代词、介词短语、动词 ing形式。 6)offer 动词, 意为 “主动提出;自愿给予;提供”。 ① offer to do sth. “主动提出做某事”； 7)communicate ① 作不及物动词时, 意思是“沟通,交流”, 常用搭配为： communicate with sb. “和某人沟通/交流/通话” She often communicates with her mother by phone. 9)secondly adv. “第二；其次” 辨析： second和secondly second用作序数词或形容词, 意为 “第二”, 常修饰名词。 secondly是副词, 意为 “其次,第二”, 常用来修饰整个句子。如：First, it’s very expensive. Secondly, it’s ugly. 首先，它很贵。其次，它很难看 。 The second day of a week is Monday. 一周的第二天是星期一。 10) explain v. “解释; 说明”, 常见句型： 1. explain sth. (to sb.)（向某人）解释某事 2. explain + that / what/ why等从句 e.g. Can you explain what this means 2.Finish 3c 3.Summary 1).Phrases summary 2).Summarize the article. 3)Try to retell the story. 4.Finish 3a.Look at this letter to a magazine and the reply from Robert Hunt, a school plete the chart. 5.Finish 3c.Do you agree or disagree with Mr. Hunt’s advice Why 6.Conclusion: A good relation depends on good communication. First, listen to each other. Then, open your mind. Next, voice your true feelings. Finally, equal to each other. 跟随school counselor 收到的信件进入新课学习。 观察标题和图片并回答问题。 快速阅读文章， 完成跳读任务:回答三个问题 仔细阅读信件完成阅读任务。 找出信件中提到的问题。 思维导图填空。 标出知识点。 以填空的形式复述信件内容 学习school counselor的回信。 仔细读信件内容完成阅读任务。 找出建议。 思维导图填空。 标出知识点。 以填空的形式复述信件内容。 将知识点做好笔记进行理解消化。 完成课本3c任务。 跟随老师一起进行内容总结并绘制思维导图。 根据思维导图复文章。
课时教学板书设计
Unit 4 Why don’t you talk to your parents (Section A 3a-3c)
课时作业设计
Level A:Write a letter to Robert Hunt to talk about your own problems and ask for help. Level B:Suppose you are Robert Hunt, according to your partners’ problems, list at least three suggestions. Write a reply if you can.
课后反思（实施后填写）
Unit4 Why don't you talk to your parents SectionA (2d&Grammar Focus-4c ) 课时教学设计
课型 听说+语法课 课时 1
教材分析
本课主要是一节语法课，是对单元重点语言结构的总结、训练和巩固。2d是本课时的口语范例，Grammar Focus是对语法的呈现；4a是一个控制性的语言练习，选词填空，重点在于训练学生对连接词表意功能的理解和运用；4b是一个半开放式的练习，要求学生根据不同人物所面临的问题提出建议，写出完整的表达建议的句子；4c是一个开放性较强的口语交际活动，要求学生选择语境，灵活运用所学语言自编对话，为他人提供合理建议。
学情分析
学生在前两个课时学习了关于询问困难和问题的句型，如What’t the matter What’s wrong 并对如何使用情态动词could，should来征求或提供建议有了一定的了解，本课时重在归纳总结并补充Why don’t you... 表建议的句式结构，难度不大。
课时教学目标
语言能力：能够正确使用情态动词could，should和Why don’t you... 句型提出建议，并能准确理解和正确使用although,so that和until引导状语从句； 学习能力：能够通过对提建议句型和状语从句语言规律的探究，保持英语学习兴趣；通过小组合作，提升团队协作能力。 思维品质：能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究提建议句型和状语从句的语言规律，提高思维的逻辑性和深刻性，加强语言表达的准确性； 文化意识：学会冷静地对待，理性地解决生活中不如人意的问题。
教学重难点
教学重点：正确使用Why don’t you... 句型及情态动词could，should提出建议，能区分并正确使用although,so that和until。 教学难点：正确使用本课语法要点。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1: Warming-up Listen to a famous song:Trouble is a friend. 2.Lead-in:Nowadays more and more people have trouble or problems in their daily life. Dave and Kim are talking about Kim’s trouble. Step2: 2d Task1:Listen to the conversation and find out: Task2:Read the conversation and guess the meanings of the underlined expressions. 1). I found my sister looking through my things yesterday. A. 浏览 B.看穿 C.翻找 2). Although she is wrong, it's not a big deal. A. It's not a real thing. B. It's not a right thing. C. It's not an important thing. 3). Hope things work out. A. calculate(计算出） B. get better C. try to understand it Task3:Watch the video and answer more questions. 1). How does Kim feel about her sister after her sister gave back the things 2). Does Dave think it is all right for Kim’s sister to take away Kim’s things How do you know 3). Does Dave think the two sisters have a serious problem How do you know 4). What does Dave mean by saying “Hope things work out” Task4: Language points 1)find sb. doing sth. 发现某人正在做某事 【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。 2) 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。 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。 Task5:Role-play Step 3：Grammar focus Complete the sentences. ① 你看上去很疲劳，怎么了？ You ____ tired. What’s _____ _______
② 昨晚，我真的写作业到很晚，因此我没有睡足觉。 I did my homework ____ _____ ____ last night, so I didn’t ___ ______ sleep.
③ 我应该做什么？ _____ ______I do
你为什么不忘掉此事呢？尽管她错了，但那不是一件大事。
_____ ____ you forget about it _________ she’s wrong. It’s not _____ _____ ______. ④ 他应当如何做？ _______ _______ he do
⑤ 他应当和他的朋友交谈一下，以便于他能向他道歉。
He _____ _____ _____ his friends ____ ___ he can say he's sorry.
⑥ 或许你应当去他家。 _______ you ______ go to his house.
⑦ 我想我可以，但是我不想让他吃惊。
I think I _______, but I don't want to _______ _________. 探究一:询问困难和提出建议的句型 探究二:although、until、so that引导的复合句 Step4. Practice. 1.Work on 4a 2.Work on 4b 3.Work on 4c 积极跟唱歌曲。 学习2d部分内容。 根据要求完成相应的任务： 听对话回答问题。 快速读对话，完成选择题 观看视频，仔细阅读对话并回答问题。 跟读对话。 理解知识点并做好相关笔记。 对词汇进行总结。 复述并演绎对话内容。 完成填空题。 观察语法框内划线部分，思考分析本单元语法重点。 自行总结归纳询问困难和提出建议的句型及回答。认真做好相关笔记。 学习连词引导的状语从句。认真做好相关笔记。
课时教学板书设计
Unit 4 Why don’t you talk to your parents (Section A 2d+Grammar Focus-4c)
课时作业设计
Level A : Make a survey to collect the problems of the people around you. Then think of some advice to help them. Level B : Do more exercises with “although, so that and until”.
课后反思（实施后填写）
Unit 4 Why don’t you talk to your parents SectionB1a-1e课时教学设计
课型 听说课 课时 1
教材分析
本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。本课是一节听说课。活动1a-1e呈现了一个贴近学生生活的话题：如何面对学习压力。这部分的听说训练的目的在于巩固前面所学的语言项目，包括描述困难、表达建议等，同时还输入了新的词汇和短语。这部分的学习将有利于学生合理减轻自己的压力并帮助他人减轻压力。
学情分析
通过A部分的学习，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，他们也和乐意将自己学业、生活等方面的所遇到的困难和困惑讲出来与同学老师一起分享、讨论。本课时把话题引到学生的学习压力上，学生们感同身受，有话可说，教师可尽可能多地创造机会鼓励学生表达，引到学生帮助他人找到解决的办法。
课时教学目标
语言能力正确使用在听说活动中学到的新词汇和表达方式；通过不同方式的练习，熟练运用询问及提建议的表达方式； 学习能力：听懂含有member, pressure,compete等词汇和有关描述困难、表达建议的对话。 思维品质：能够在听说活动中准确获取并清晰表达有关压力和解决建议的信息，提高思维的逻辑性和缜密性； 文化意识：能够学会正确看待生活和学习上的压力，逐步建立正确、积极的生活态度；
教学重难点
教学重点：正确使用在听说活动中学到的新词汇和表达方式；通过不同方式的练习，熟练运用询问及提建议的表达方式；听说技能的训练； 教学难点：针对不同困难问题提出合理建议，能有逻辑地、清楚地表达；
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1: Warming-up Talk about these questions:Do you often feel stressed out Are you under pressure/stress Where does stress come from 2.Brainstorm:What causes stress in life (School/Family) Step2: Presentation 1.What activities do you like to do to help lower your stress 表达建议的句型： Why don’t you+__________ =Why not+ ___________ What /How about + ____________ You’d better (not)+____________. Would you like/love +____+__________ Would you please+___________ You should/could+__________. Finish 1a.What activities 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.完成课本1b. Tell your partner about your answers in 1a. Step3: Listening Task Discussion: What information can we get from the picture Looks at this boy,He seems unhappy.What’s wrong with him 2.1c:Listen and check (√) the problems Wei Ming talks about. 3.Language points 1)pressure可指外界施加的压力或工作、生活中的压力。 put pressure on sb. 向某人施加压力 under pressure 在压力之下 2)compete v. 竞争；对抗 compete为不及物动词，常构成短语： compete with/against 和……竞争 4.1d:Listen again. What advice does Alice give to Wei Ming Fill in the blanks. Listen once again and fill in the blanks. Wei Ming:Alice, help me! My parents are giving me___________ about school! Alice:Hey, Wei Ming. ________ you may _______your parents, you should ________. Ask them why they give you so much pressure. Wei Ming:It’s because they want me to ____________. Alice:But life shouldn’t_________. Free time activities like sports and ___________are important, too. Wei Ming:I totally agree. I need _______________ to do activities I enjoy. This can help me relax and __________ . Alice：Yes, you won’t get good grades if you’re________all the time. Wei Ming：I also keep _____________getting better grades than my classmates. Alice： Oh, you shouldn’t ____________your classmates to get better grades. You should all be ________to improve. Wei Ming：You’re right. __________all the good advice, Alice. 6.Listen and read. Step4: Post Listening 1..Try to retell the story. 2.Conclusion:We should keep a balance between pressure, our study and life. 谈论自己在家和在学校遇到的压力很烦恼。 思考如何减缓生活和学习中的压力，引入新短语。 跟随老师一起学习新词组，并感知句型完成练习。 完成书本1a与1b部分任务。 讨论听力部分图片，回答问题并预测听力内容。 完成相应的听力任务并核对答案。 部分知识点讲解做笔记。 完成相应的听力任务并核对答案。 再听一遍并填空。 根据听力内容填空。 用自己的话复述听力内容。 并得出结论。
课时教学板书设计
Unit 4 Why don’t you talk to your parents (Section B 1a-1e)
课时作业设计
Level A:There are many difficulties in our life. Get over them, you are the winner. Write an E-mail or a short massage to the teacher, talk about the serious problem for you, and what you will do to solve the problem. Level B:Write three conversations about your problems and your friends’ suggestions.
课后反思（实施后填写）
Unit 4　Why don’t you talk to your parents SectionB 2a-2e课时教学设计
课型 阅读课 课时 1
教材分析
本课时为阅读技能训练及语言学习的综合训练。2a是读前活动，主要调查学生的课外生活；2b-2d为读中活动，阅读语篇介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排以及想法；2e是读后活动，要求学生针对课后活动表达自己的意见和看法。
学情分析
本课时为阅读课，文章的主题与学生息息相关，分别以不同的角度阐述了对课后活动的看法，容易引起学生的共鸣。加上前几个课时的铺垫，所以难度适中。在前面学习的基础上，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，本课时把话题引到学生的学习压力上，学生们可以感同身受，有话可说。
课时教学目标
语言能力：能够在阅读语篇创设的情境中，正确理解和掌握课文中的新词汇，增加词汇量；利用语境猜测词义，提升语篇理解能力； 学习能力：能够通过阅读有关中西方家长对待孩子参加课外活动和课外学习班的态度与做法的文章，保持英语学习兴趣；通过略读、跳读、猜测词义等阅读策略的感悟、体验和学习，提升阅读理解能力。 思维品质：能够在老师的帮助下，通过思维导图、辩论等活动，增进对语篇的分析和理解能力，提高思维的逻辑性、批判性和创新性； 文化意识：了解中国及其他国家中学生们普便存在的问题；学会放松，缓解压力。
教学重难点
教学重点：掌握本课时词汇；能够读懂有关中西方家长对待孩子参加课外活动和课外学习班的态度与做法的文章，并获取相关观点及其支撑信息。 教学难点：有效帮助学生利用寻读、跳读、猜测词义等方式获取信息，梳理文章脉络，提升阅读技能，并进一步锻炼复述故事的能力。
教学方法
情境式教学，任务型教学法:启发式教学
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1.Lead-in:Why are you under pressure Do your parents push you into learning more skills Does a typical American family have competition or stress Let’s watch a video and answer the question:Let’s read the passage to know more about it. Step2: Pre-reading Look at the picture and answer the questions. The main idea of this article is ________. A. Children like playing basketball. B. Children should learn to relax. C. Children have to exercise after school. Step3: While-reading Task1:Fast reading: Finish 2b. Find out the main idea of each paragraph.Then get the structure. Task2:Careful reading 1)Read Para. 1 carefully and finish the tasks. Q1:Why do the parents push their kids into learning more skills Q2:What does the word “it” refer to Q3：What’s the author’s opinion 2.Read Para.2 carefully and finish the tasks. 3.Read paragraph 3 and finish the mind map. 4.Read Para. 4 and show Dr.Alice’s advice. Step4:After reading Finish 2a:Check（√）the after-school activities you and your classmates usually do. Finish 2c:Look at the words in bold in the article. Can you guess their meanings Try to match them with the meanings below. Finish 2d:Read the article again and answer the questions. Language points 1) These days, many parents push their children into learning more skills. 2)In some families, competition starts very young and continues until the kids get older. continue意为持续；继续存在相当于go on. continue doing接着做(原来相同的事) continue to do 接着做(和原来不同的事) He continued writing until midnight.他继续写作直到午夜。 He continued to do homework after taking a break. 在休息后他继续做作业了。 3)And they are always comparing them with other children. 4)Alice Green says all these activities can cause a lot of stress for children. 3.Phrases summary 4.Finish 2d 5.Summarize the article. 6..Discussion: 1).Does the writer agree with Cathy, Linda or Doctors How do you know 2).Finish 2e. 7.Debate:Should we take after-school activities Conclusion: All work and no play makes Jack a dull boy. 跟随老师一起观看视频了解西方国家学生是否有补课压力。 通过图片和标题感知全文大意，辨别文章类型。 快速阅读文章， 完成跳读任务:回答2b部分两个问题。 完成略读任务，找出文章段落大意，把握文章结构。 仔细读第一段回答问题。 仔细阅读第二段，完成思维导图填空。 仔细阅读第三段，完成思维导图填空。 仔细阅读第四段，完成思维导图填空。 书本2a任务：勾选出你的课后活动和解压方式。 完成2c,使用文本内容帮助猜测词义。 将知识点做好笔记进行理解消化。 词汇总结。 跟随老师一起进行内容总结并绘制思维导图。 根据思维导图复述文章。 分析作者写作意图。完成课本2e讨论问题。 进行辩论：是否学生应该参加补课？ 换位思考并得出结论。
课时教学板书设计
Unit 4　Why don’t you talk to your parents (Section B 2a-2e)
课时作业设计
Level A:Write a passage to express your ideas about children taking after-school activities. Level B:Ask your parents if you should take after-school activities, and write down your parents’ opinions in English.
课后反思（实施后填写）
Unit 4 Why don’t you talk to your parents Section B (3a-Self-Check)课时教学设计
课型 写作课 课时 1
教材分析
本课继续探讨“学生应不应该上课外辅导班”。本课是一节写作课和复习课。主要内容是通过making notes和writing对本单元的语言知识进行综合运用，并通过Self check对本单元的重难点进行检测巩固，促进学生对语言点的掌握。同时教育学生学会面对各种问题和压力并寻找解决问题的办法。
学情分析
通过前几个课时的学习，学生已经对本单元的语言知识基本掌握，但3b议论文的写作对学生来说还是有较大难度的，应对写前3a进行铺垫和材料的准备，并给予方法指导，让学生掌握写作方法。
课时教学目标
语言能力：能够围绕学生应不应该上课外辅导班的话题，通过说、读等活动搜集、理解所需要的语言基础信息；能流畅且有逻辑性地组织句子，合理安排语篇结构。 学习能力：学会书写“谈论问题, 提出建议”类作文，积累写作技巧，培养写作能力。 思维品质：能就一个固定的话题，通过正方反方辩论的形式，运用所学知识对该话题进行阐述。 文化意识：正确认识生活中的一些困难，感受中外文化差异、学会加强交流沟通。
教学重难点
教学重点：用所学语言知识写一篇短文，表达自己对学生上课外辅导班这一社会现象的看法； 教学难点：内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
教学方法
情境式教学，任务型教学法
教学工具
PPT课件，多功能白板，教案
设 计 教 学 过 程
教师导学 学生活动 二次备课
Step1: Warming-up 2.Free talk:What after-school classes do you take How do they help you 3.Discussion:There are many advantages of taking after-school classes. What are the disadvantages (take up kids’ free time;cause too much stress;make kids feel tired ;have no time to contact with nature;have no time to play with friends;have no time to develop hobbies,etc.) Step2: Presentation Finish 3a:A magazine interviewed some parents about after-school classes for children. Read the opinions below and make notes on your own opinions. Agree: After-school classes are good for the children’s future. They can help children learn more skills. Some of these classes help children to feel good about themselves. Some classes help children to learn important skills.These skills may actually help children relax. Children have more time than adults, so they should learn as much as they can before they get too busy to learn new things. Disagree: After-school classes take away children’s free time. Children have no time to relax and just do nothing. Children may be so busy that they have no time to absorb what they have been taught. Some children are forced to learn what they are not interested in. These classes cause the children to be stressed. These classes take away the children’s childhood. 2.Finish 3b:Write a letter to the magazine to express your opinions on after-school classes for children. Use the following expressions to help you. Dear …, I don’t really agree with ... because ... Although some parents are right about ... I think children should ... In my opinion, it is important for children/parents to ... I believe it is better if children/parents ... so that... Perhaps children/parents should/could … If children…, they will... 范例： 【写作指导】 定时态：一般现在时 定人称：第一、二人称 How to show your opinion Use linking words correctly! Outline Step4:Homework 思考讨论补课所带来的利弊，阐述个人观点。表达个人思想观点。 完成书本3a任务。 表达自己的观点，为后续写作做好素材积累。 思考讨论，掌握基本写作的技能，进一步链接中考。 尝试完成3b任务。 摘抄范文好句。 总结本单元话题。 开始写作。 列出提纲，积累写作素材，开始写作
课时教学板书设计
Unit 4　Why don’t you talk to your parents (Section B 3a-Self check) Useful expressions: 1.Key sentences: a. I don’t really agree with ... because ... b. In my opinion, it is important for children/parents to... c. I believe it is better if children/parents ... so that... d.You should eat more now so that you won’t be hungry later. 3. Structures a. I don’t agree with.... b. In my opinion,.... c. I believe that...
课时作业设计
Level A: As the Double Reduction policy comes, more and more parents are worried about their children’s schoolwork. Some of them don’t think it’s a good idea to reduce some after-school classes. Write a passage of the topic to share your opinions. Level B:Make a list of different kinds of problems and advice or draw a mind-map.
课后反思（实施后填写）