(共21张PPT)
Unit 4
Why don’t you talk to your parents
SectionA 3a-3c
This is Sheldon Cooper,
an American boy.
These days ,he feels sad.
Let’s discuss.
teachers
parents
school counselors
friends
If you have these problems in your family, who will you ask for help
A school counselor is a
person who is trained to help
personal problems.
students with both school and
Prediction
1.What's the relationship between them
2.What are they doing
3.What kind of problems may the letter
talk about
Maybe they are husband and wife.
They are arguing with each other.
The letter may talk about family problems.
Fast reading.
1. Who wrote the letter
2. Is “Sad and Thirteen” a real name
What does it mean
3. What's the boy's problem about
It means the writer is thirteen years old and the writer is sad.
No, it isn’t.
Sad and Thirteen wrote the letter.
A. He has something wrong with study.
B. He can't get on with his family.
C. His friend don't understand him.
Careful reading.
Task: Fill in the mind map.
Sad and
Thirteen’s
problem
Can’t
______________ his family.
Problems with his
____________
Problems
with his
___________
__________ between his parents have become difficult. They _______ a lot. It’s their only __________________.
He doesn’t like it. It’s like a ______________ hanging over his home.
His elder brother is ______________ to him. His brother always __________ to let him watch his ______________________.
He doesn’t think it’s _______.
get on with
elder brother
Relations
fight
communication
big, black cloud
not very nice
refuses
favorite TV show
fair
At home, he always feels ______________________.
lonely and nervous
parents
What does “nervous” mean
pleased
worried
sad
relaxed
Careful reading.
Task: Fill in the mind map.
Mr. Hunt’s
advice
Talk about
_______________ with your family.
For his
____________
For his
_____________
1. Why don't you__________ your
feelings with them
2. If they are having problems.You
should ________ to help.
3. Maybe you could do ___________
around the house so that they have
more time for ______________________.
1. Why don’t you ___________and
___________________ with your brother
2. You should ____________ that you
don’t _______ him watching TV all the
time.
3. He ________let you watch your favorite show.
these feelings
parents
offer
more jobs
proper communication
communicate
explain
mind
elder brother
talk about
sit down
should
Can you use one word to summarize Mr. Hunt’s advice
Communication
Communication is the most useful way to solve problems.
A good relation depends on good communication.
Do you agree with Mr. Hunt’s advice
3c
Task 1: Let's play a tug-of-war game(拔河游戏),and try to
choose the same or similar meanings of these
words.
Task 2: Write a sentence with each word or phrase.
3c
explain
communicate
refuse
nervous
get on with
—_____________________________________________________
—_____________________________________________________
—_____________________________________________________
—_____________________________________________________
—_____________________________________________________
First, listen to each other.
Then, open your mind.
Next, voice your true feelings.
Finally, equal to each other.
How should we get on with our family
l
o
v
e
Must do:
1.Retell the two letters according to the mind map.
2.Preview Section B 1a-1d.
Try to do:
1.Recite the article and review the key language points.
2.Write down more advice for Sad and Thirteen.
l
o
v
e
l
o
v
e
Thank you for listening !教学设计
科目 英语 授课教材 人教版八年级下册
授课题目 Unit 4 Why don’t you talk to your parents 课时 第 2 课时（3a-3c）
主题情境 人际关系 授课教师
教材分析 本节课的内容来源于八年级上册第四单元 Section A 3a-3c.课型为阅读课。 本单元的主要内容是谈论青少年的问题和困难，并提出合理化的建议。教材分 别以书信和议论文等多模态语篇为载体，促进学生了解和探讨如何通过各种活 动来减轻压力，帮助学生学会自我调节，自我放松。通过换位思考，让学生理 解父母的压力并正视自己成长过程中的问题和频恼，强调家人之间应该相互关 心，相互理解，多多沟通。
学情分析 1.What they know (已知):八年级的学生已经有能力说出自己的想法，在之前的 学习中也已接触过关于提建议的句型。面且本节课的内容和学生的生活息息 相关，很容易调动学生的兴趣。 2.What they wonder(未知):难以熟练运句型结构询问问题，在描述问题时缺乏逻 辑性。 3.What they will learn(将知):学生能够运用目标词汇询问，陈述自己或他人的困 难和麻频并给出办法和建议;学生通过阅读和理解的活动，能够闸述空我观点 和理由。
课标要求 能读懂关于亲子关系，家庭矛盾相关的文本，识别信件体裁，能够识别主 题，获取主要信息。能就所给话题进行思想上的交流。能在教师的指导下完成 写作输出。
教学目标 1.语言能力:学习使用 Why don’t you... You should...; Maybe you could...等句型 来表达建议，在语境中学生巩固复习询问困难问题，征求或提供建议的句型。 2.文化意识:在语境中学生学会关心他人，对别人出现的困难和问题，给予合理 的建议。学会换位思考，理解父母的压力，并正视自己成长过程中的问题和 烦恼。家人之间应该相互关心，相互理解，多多沟通。 3.思维品质:能提取、整理、概括稍长语篇的关键信息、主要内容、思想和观点。 4.学习能力:能注意倾听，积极使用英语进行交流；能在学习活动中积极与他人 合作，共同完成学习任务。
教学 重难点 1.教学重点：能询问、陈述自己和他人的困难和麻烦;能针对别人的困境提出解 决的办法和建议;能正确使用 Why don't you... 句型表达建议。 2.教学难点：在语境中学生能够读取，分析朋友出现的问题，并且给出逻辑且 合理的建议。
教学工具 希沃白板，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
预设问题 学生在思考建议时可能会产生无话可说的现象
解决方案 分别通过看图预测、略读、精读进行阅读，提供阅读素材和框架辅助提高 阅读理解力，自主创编对话一系列循序渐进的活动达到引导学生灵活运用目标 语言进行对话的教学效果。
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教学过程
教学环节 教学活动 学生活动 设计意图
Step1 Warm-up 1.Greeting. 2.Play a game:Word Competition. 1.Greeting. 2.Play the game. 简短的口语交际，营 造轻松氛围；通过游 戏吸引学生注意力， 使学生复习本单元 单词。同时也让学生 快速进入状态。
Step2 Lead-in 1.Introduce a new friend named Sheldon Cooper. Then watch a video about him to lead in the topic and answer the questions: What happened to Sheldon Cooper If you have these problems,who will you ask for help？ 2.Let Mr. Hunt explain what a school counselor is. 1.观看视频并发 散思维思考家庭 中遇到的问题。 2.回答问题并引 入新词：school counselor。 利用视频，引出本课 主题，引导学生思考 并头脑风暴，在思考 的过程中自然的感 知目标语言，激发学
Step3 Presenta- tion Pre-reading 1.Look at the pictures and have a prediction. What’s the relationship between them What are they doing What kind of problems may the letter talk about 2.Read the letters quickly and answer some questions. Who write the letter Is “Sad and Thirteen” a real name What does it mean What’s the boy’s problem about While reading 1.Read the first letter carefully and finish the mind map.(通过 Ai 人物 1.学生看图回答 问题。 2.学生快速阅读 回答问题。 3.认真阅读完成 思维导图。 1.读前进行猜测，减 少阅读难度。 2.利用 ai 技术，让信 件里的人物阅读文 章，在吸引学生兴趣 的同时，让学生更清 楚地了解文章内容，
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阅读文章) 2.Read the second letter carefully and finish the mind map.(通过 Ai 人物 阅读文章) Post reading 1.Think about: Do you agree or disagree with Mr. Hunt’s advice Why 2.Play a tug-of-war game,and try to find out the same or similar meanings of these words in the letter. 3.Write a sentence using each word or phrase. 总 结 阅 读 要 点：如何应对家 庭中的困扰与建 议。 学 生 进 行 游 戏。然后，观看 例子，完成相关 任务。 3.任务式情景教学， 把本堂课的教学目 标分成一个个小的 部分，让学生一一击 破，由易到难，使学 生获得成功的体验。 让学生能学会如 何应对家庭中的困 扰与建议。 5.进行游戏，回顾所 学重点词汇。然后， 观看例子，完成相关 任务。
Part 4 Emotional aim Think about:
让学生学会倾听彼 此心声，打开心扉， 说出自己内心真实 的想法，家人之间互 相关爱，互相理解， 多多沟通。
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Step 5 Homework Must do: 1.Retell the two letters according to the mind map and write them down. 2.Preview Section B 1a-1d. Try to do: 1.Recite the article and review the key language points. 2.Write down more advice for Sad and Thirteen. 将家庭作业做好 记录。 作业布置落实双减 政策，减量不减质， 重视实际场景的交 际应用，减轻机械操 练。
板书设计 Unit 4 Why don’t you talk to your parents Section A 3a-3c Problems: don’t get on well For parents: relations becomes difficult.; fight a lot For elder brother: not be nice to; refuse For himself:feel lonely and nervous Advice: Why don’t you... You should... .
Maybe you should... .
评价反馈 1.能够读懂有关描述家庭矛盾的信件，提出建议的材料，获取关键信息。 2.通过谈论家庭关系中的各种问题，并能针对问题提出自己的建议。
3.正确认识家庭生活中的一些困难，感受中外文化差异、学会加强交流沟通。
教学反思 任务型教学法的采用强化了学生对文本的理解; 以学生为本，创设情境， 引导学生自主阅读；培养学生阅读技能。同时运用虚拟数字人创设课堂情景， 激发学生阅读兴趣，同时对文本进行拓展，让学生学以致用，提升了学生的综 合语言运用能力。板书简洁清晰，重点突出，对学生的复述起到了很好的辅助 作用。
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