学情分析：8年级的学生在过去2年多的英语学习中，已经积累了一些英语听力技巧及好的方法。本单元的话题是关于英语学习，谈论英语学习的方法及学习中遇到的困难，离学生的生活与很近，极贴近他们的现实生活。而且本课的目标语言：Maybe you should……/Why don’t you ……等提建议的句子在本单元的前两课时均已作为重点句型进行了操练和运用，因此，学生对听力对话的大意理解不会感觉太难。但是，要学会面对困难和挑战，学会解决问题。并能在学习和生活中相互帮助，激发学生的主动性和学习兴趣。
效果分析：
Before listening :
利用“我的学生学习英语中遇到的困难” 的设计，有效引出了本单元的重点功能句及话题句，顺利完成导入及新单词的学习(本活动正好包含本课的目标词汇 ，进行词汇教学)。
While listening ：
1.学生能根据1a和1b的学习进行听力训练，此环节进行了听力技巧指导，使学生在该环节有章可循。（听力活动1c）
Challenges
1.He can’t get the right.
2.He a lot of new words.
3.He can’t always when people talk to him.
4.He doesn’t get much practice.
2. 根据1c中的challenges指导学生对本任务中的Solutions 进行听前预测( 听力活动1d。)
Solutions
1. can help.
2.He can always in his notebook and study them at home.
3.He can to practice speaking.
4 He should find a to practice writing.
After listening ：
听完之后的pairwork 有效练习本节课的重点功能句及话题句，为学生提供口语交流平台，引导他们谈论学习中的困难及解决的方法，提高学习英语的信心。
Groupwork :
1. 学生能根据听力任务中语言知识的输入，进行groupwork。同学们对本组成员存在的问题及解决方法的充分讨论，大量的语言输入让他们有话可说，话题明了句式结构清晰呈现让学生的groupwork更是水到渠成。
2. 小组活动后，组长给出report，有效的进行了人称的变化以及体现了小组合作学习 。
拓展 ：
根据学生的课堂听说训练的表现、教学任务的完成情况看，本课教学目标的达成度较高，完成情况良好，学生能够通过本课的学习，巩固和继续形成良好的发音，养成良好的听力习惯和技巧，并能学会用所学知识应用到现实生活中。本节课所设计的课堂活动都是为了达成教学目标目标服务，活动目的性强，学生的参与度广，大部分小组能通过合作顺利的完成任务，个别小组因为在决策、分工等环节存在失误，只形成口头报告，基本达成了教学目标。
课后反思：
一、本节课的课型是听说课。文本条理清晰，框架明显 。如果有效地对1a,1b进行分析处理，再加上1c,1d的大量的语言输入，一定能很好地高效地进行1e pairwork和groupwork的输出。所以本节课1c和1d采用了表格式，让学生对所学内容一目了然 ，并能用Ican’t… 和I don’t来表述自己的困难. 再接下来的任务中我又设计了小组活动，以合作学习的方式帮助组员解决英语学习中遇到的困难，提出合理可行的建议，有效地操练Maybe you should…和Why don’t you…等提建议的句式。大量充分有效的积累为最后的report做了积累。
二、重视对学生学习策略的指导。在教学过程中，我重视对学生学习策略的指导，比如，在1c听力之前进行策略的指导；学生掌握了这些学习策略后，将会有利于他们今后的自主学习。
三、自然渗透情感教育。在教学过程中告诉学生要勇敢面对困难和挑战，学会解决问题。并能在学习和生活中互相帮助，激发学生的主动性和学习兴趣。情感教育的句子：Be brave to face your problems and solve them corrcetly.
反思本节课的教学效果，还有很多不尽人意之处：
回看这节课的录像时，才发现自己的课堂语言不够精炼，不够准确 ，在今后的日常教学中，我一定要严格要求自己，多锤炼自己的课堂用语。另外，尽管在最后的调查活动中，我也用了量表的形式让学生进行自评，在综观本节课，评价方式以及评价主体还是比较单一，还是以教师的口头评价为主，这也是下一步我要思考和努力的方向。
Unit 4 How can we become good learners?
Section B (1a-1e)
Teaching Aims
1. Knowledge objects:
(1) The students will be able to use the patterns Maybe you should…,Why don’t you…? in the given situations or daily life.
(2) The students will be able to use the following words: pronounce,partner,increase,speed.
2. Ability objects:
(1)The students will be able to talk about the difficulties they face in learning English.
(2) The students will be able to give others using target language Maybe you should…,Why don’t you…?.
3. Emotion & attitude
Encourage the students to face the difficulties bravely and try to solve the problems in the daily life. Help each other.
Important and difficult points:
The students will be able to use Maybe you should…,Why don’t you…? structure correctly in speaking practice.
The students will be able to adopt correct listening strategies.
Teaching approach and means:
Task-based Teaching Approaches. multimedia
Teaching procedures
Before listening
Step 1 Lead-in
1.( Show a boy and some pictures about problems in learning English .)
T: Look at the pictures, this is one of my students. He has some difficulties in learning English. Let’s his problems together. The fist one, What’s it?
(Deal with the pictures in the same way.In this period the teacher lead the students to describe the pictures, while we doing with the sentences ,we learn the new words. )
T: As we all know that English is important but sometimes it can be difficult for us.Although I’m a teacher now, I still have some problems. Sometimes I forget a lot of new words.I can’t remember. What things are difficult for you in learning English?
(Ask several students about the difficulties.)
2.1b
T:What other difficulties for you? Please write down in your book.
Ask the students about their difficulties.(Show some more difficulties and read together)
The teacher gives the students some suggestions to the student’s difficulties, try to use the suggestions in the listening.
While listening
Step 1 1c
T: Paul finds it difficult to learn English. Listen and complete the learning challenges he talks about.( Here are some tips for the students)
Challenges（挑战）
1. He can’t get the ____________right.
2. He_______a lot of new words.
3. He can’t always ________when people talk to him.
4. He doesn’t get much ______ practice.
（Then check the answers ）
2. Let the students read again .
Step 2 1d
Ask students to listen again. Complete the solutions.
Solutions(解决方法)
1._________can help.
2.He can always ____________________ in his notebook and study them at home.
3.He can___________________________to practice speaking.
4.He should find a ________to practice writing.
(Then check the answers and let the students to choose the listening strategy they adopted in listening.)
After listening
Step 1 Pairwork
Talk about Paul’s problems and give him more advice
Challenges（挑战）
Solutions(解决方法)
1. He can’t get the pronunciation right.
2. He forgets a lot of new words.
3. He can’t always understand when people talk to him.
4. He doesn’t get much writing practice.
1. Listening can help.
2.He can always write the new words in his notebook and study them at home.
3.He canjoin an English language clubto practice speaking.
4.He should find a pen palto practice writing.
Talk : A: What’s your problem with English,Paul?
B: I can’t/ I don’t …
A: Why not / Why don’t you …?/You should…
B: That’s a good idea./That sounds like a fun way to… Thank you.Step 5 Group work
Step 2 Groupwork
T: We have given Paul many suggestions, he maybe can solve his difficulties. Now please Work in groups and try your best to give some good advice to your members to solve his or her problems we have listed in 1a and 1b.
A: I don’t…/I can’t…
B: Why don’t you…/Why not…?
C: You’d better…/ You should/It’s a best way…
D: What about…/How about…?
Homework:
T: In this class all of you did very well, and you helped me a lot, thank you! Here’s today’s homework:
1. Make sentences using the structures “Why not…?/why don’t you…?....”
2. Make a survey about your friends’ problems and write a reply to give them advice.
