八年级下册评测练习
读前预习检测
1.根据音标写出单词，并口头翻译词意。
1.[r??le??n]_______
2.[k??mju:nikeit]
_______
3.[k??mju:n??ke??n]
__________
4.
[?ɑ:ɡju:]
__________
5.[fa?t]________
6.[?k?sple?n]_________
7.[?n?:v?s]
_______
8.
[kla?d]
________
9.
['eld?(r)]
______
10.[r
?'t?:n]_______
11.[r?'fju?z]_________
3.写出下列短语，并在课本中划出该短语所在的句子。
得到足够的睡眠_____________
有太多的家庭作业______________
有业余时间__________________
允许某人去做某事______________
太多的课外学习班______________
与某人吵架/打架_____________
效果分析：在预习交流环节要求学生完成预习作业，并通过小组进行检查，巩固旧知识。
读中检测
效果分析：阅读篇章后，完成对整篇文章思维导图的填空，训练学生对词汇的掌握和搜寻有用信息的能力。
读后检测
Task1:Retelling
Work
in
groups
to
retell
the
2
letters
.
Task2:Write
down
your
advice
for
the
problems
Problems：
1
.I
can't
get
on
well
with
my
classmates.
2.My
parents
often
argue
with
each
other.
3.My
brother
always
gets
better
grades
than
me
and
laughs
at
me.
4.I
usually
can't
finish
my
homework
on
time.
5.My
parents
don't
allow
me
to
buy
clothes
I
like.
6.I
want
to
have
my
own
mobile
phone.
write
down
their
advice
in
groups:
Why
don't
you...
You
should...
May
be
you
could...
How
about...
效果分析：
Task1：小组合作完成对mind-map的复述，既降低了任务的难度，又可以让小组内不同层次的学生都得到锻炼，参与课堂活动,从而为后面的口头输出做好铺垫。
Task2：通过写建议，让学生再次操练目标句式，锻炼输出能力。通过课堂展示，一方面检验本节课学生学到的知识，并形成自己的个人观点，进行感情的升华；另一方面，通过生生互评，让学生能够正确的评价别人。Unit
4
Why
don't
you
talk
to
your
parents?
Section
B
3a—3c
一、【教材分析】
教学目标
知识目标
1.学习并掌握新词汇：communication;
relation；argue；cloud；elder；instead；whatever；nervous；offer；proper；secondly;
explain；clear...2.
能正确使用以下常用表达：get
on
with;
work
out...3.能正确使用情态动词could,
should表达建议或劝告：You
could
go
to
his
house.He
should
talk
to
his
friend
so
that
he
can
say
he'
s
sorry.4.能正确使用Why
don't
you
..句型表达建议：Why
don't
you
go
to
sleep
earlier
this
evening?Why
don't
you
forget
about
it
so
that
you
can
be
friends
again?Why
don't
you
talk
about
these
feelings
with
your
family?
能力目标
能通过略读快速了解文章大意，能根据不同的阅读任务制定不同的阅读策略。
情感目标
学生学会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，并学会对待这些问题。
教学重点
关于征求和给予对方建议的表达用语，能通过阅读略读快速了解文章大意。
教学难点
与烦恼、抱怨和建议相关的短语搭配，学会使用目标句型针对别人的困境提解决的方法和建议。
教学方法
情景教学法；任务型教学法。
Teaching
procedure
Purpose
Step
1:
preview
and
checkingFill
the
blanks
and
check
in
groups
then
read
togetherStep
2:
Warm-up“Welcome
to
my
Grief
Grocery
Store！
”Show
some
pictures
about
students’
problems
and
let
students
guess.Step
3:
Pre-readingShow
students
a
picture
and
ask
them
two
questions:Q1:
How
does
the
boy
feel?
Q2:
The
boy
feel
sad
maybe
because_______?Step
4:
While-
readingPredicting&skimmingLead
students
look
at
the
picture
and
skim
2b
to
answer
the
question
“What’s
Sad
and
Thirteen’s
problem
about？”and
find
out
the
“topic”
of
the
passage.Scanning
1）Let
students
read
the
two
letters
and
fill
in
the
mind-map
andpay
attention
to
key
words
and
phrases.Letter
ALetter
B
Check
the
mind-map
with
the
students
together.Analyse
the
structure
of
the
two
letters
and
pay
attention
to
some
important
phrases.Step
4:
Post-
reading
Task
1:
Retelling
Lead
Ss
to
try
to
retell
the
2
letters
in
groups.Each
student
retell
one
part
of
the
letter
(opinion,reasons,support
the
reasons
and
conclusion)
Using
the
mind-map
to
help
them.Task2:
Read
a
poem
Show
a
poem
.After
reading
,ask
students
a
questions
“How
to
get
on
with
people
around
you?”Task
3:
Write
down
your
advice1）Welcome
to
“Grief
Grocery
Store”
.
Show
Ss
some
problems
from
their
classmates
and
let
them
use
the
target
language
to
write
down
their
advice
in
groups:Why
don't
you...You
should...May
be
you
could...How
about...2)
Invite
some
groups
to
come
to
the
front
to
give
their
advice
to
all
the
students
and
stick
it
on
the
blackboard.
3)Lead
other
students
to
evaluate
their
presentation.EvaluationsWriting
ExcellentGoodJust
so
soPronunciation
and
intonationKey
sentences
Step
5:
Summary
Lead
students
to
make
a
summary
about
the
knowledge
and
the
performance
of
each
group.
Step
6:
Homework
A:
Retell
the
2
letters
;B:
collect
the
problems
in
your
group
and
write
him/her
your
advice.
通过预习交流，让学生再次的复习单词，熟读并完成汉英互译，为顺利的完成课堂任务做准备。用“解忧杂货铺”的概念引入与烦恼有关的话题并激发学生的学习兴趣。通过通过观察图片引出文章主人公并为导入新课进行铺垫。通过观察图片及快速阅读2b找寻本篇阅读的话题，训练学生预测以及快速阅读并把握文章大意的能力，并学会使用“略读”的阅读策略。通过阅读篇章读能完成对整篇文章思维导图的填空训练学生搜寻有用信息的能力。通过文章结构的分析，让学生理解语句之间的逻辑关系；小组合作完成对mind-map的复述，既降低了任务的难度，又可以让小组内不同层次的学生都得到锻炼，参与课堂活动,从而为后面的口头输出做好铺垫。通过读诗，引导学生思考与人相处的关键是爱与理解，引起学生的感情共鸣，对学生进行感情的升华。通过“解忧杂货铺”收信的方式收集学生问题，然后引导写建议，让学生再次操练目标句式，锻炼输出能力。通过课堂展示，一方面检验本节课学生学到的知识，并形成自己的个人观点，进行感情的升华；另一方面，通过生生互评，让学生能够正确的评价别人。篇章学完引导学生对本节课所学知识进行总结，并对各小组的评价做出总结。检验学生学习成果，鼓励各学生的积极参与各小组的积极合作。最后的作业布置是对课本内容的再运用，通过再复述，检测学生对本节知识的掌握，通过收集问题写建议，巩能运用自己的语言和理解表达自己的观点。
附：学案
Unit4
Why
don’t
you
talk
to
your
parents?
Lesson
Two
Section
A
3a-3c
【目标导航】
90%学生）在阅读中，利用图片、构词法、上下文等有关信息推测理解生词
fight
communication、nervous、elder
brother等词义。
2.（85%学生）通过运用速读、扫读、寻读、mind-map等阅读策略获取相关信息。
3.（80%学生）能利用目标语言
You
could…;
You
should…;
Why
don’t
you…?
针对别人的困境提解决的方法和建议。
【导学探究】
自主学习
（一）预习交流
(先独立完成，后对对碰法)
1.
根据音标写出单词，并口头翻译词意。
1.[r??le??n]_______2.[k??mju:nikeit]?________?3.[k??mju:n??ke??n]?_______
4.?[?ɑ:ɡju:]?______5.[fa?t]________6.[?k?sple?n]_________7.[?n?:v?s]?_______
8.??[kla?d]?________9.??['eld?(r)]?______
10.
[r?'fju?z]_________
2.写出下列短语，并在课本中划出该短语所在的句子。
得到足够的睡眠_____________
有太多的家庭作业______________
有业余时间__________________
允许某人去做某事______________
太多的课外学习班______________
与某人吵架/打架_____________
二.合作探究：(独立思考；两两合作或小组合作。)
Task
1:Lead-in
(叽叽喳喳法)
Task
2:
Read
and
choose
the
correct
answer.
（
）What’s
Sad
and
Thirteen’s
problem
about?
（主旨大意题）
A.He
can't
get
on
well
with
his
friends.
B.He
has
so
much
stress
from
school.
C.He
can’t
get
on
with
my
family.
D.He
has
so
many
after-school
activities.
Task
3.Read
letter
1
and
complete
the
mind-map
1.
（先独立完成，后叽叽喳喳法）
Task4:
Use
the
mind-map
to
retell
letter1.(小组接力法)
Task5:Read
letter
2
and
complete
the
mind-map
2.（先独立完成，再主持法）
Task6:Brainstorm:
think
about
how
to
give
advice.（叽叽喳喳法）
_________________________________________________________________________________________
Task7:
give
your
advice
to
the
teenage
problems
our
classmates
have:
课堂小结（总结提出建议所用的句式）
_________________________________________________________________________________________
五．课堂评价
本节课我在小组的表现
GOOD_______
GREAT_______
EXELLENT___________
【作业布置】
1.Retell
the
2
letters
;
2.
collect
the
problems
in
your
group
and
write
him/her
your
advice.
反思与收获：
PAGE(共18张PPT)
Unit
4
Why
don't
you
talk
to
your
parents?
(Section
A
3a~3c)
Learning
aims:
1.
(90%学生）在阅读中，利用图片、构词法、上下文等有关信息推测理解生词
fight、communication、
nervous、elder
brother等词义。
2.（85%学生）通过运用速读、扫读、寻读、mind-map等阅读策略获取相关信息。
3.（80%学生）能利用目标语言
You
could…;
You
should…;
Why
don’t
you…?
针对别人的困境提解决的方法和建议。
1.根据音标写出单词，并口头翻译词意。
1.[r??le??n]_______
2.[k??mju:nikeit]
_______
3.[k??mju:n??ke??n]
__________
4.
[?ɑ:ɡju:]
__________
5.[fa?t]________
6.[?k?sple?n]_________
7.[?n?:v?s]
_______
8.
[kla?d]
________
9.
['eld?(r)]
______
10.[r
?'t?:n]_______
11.[r?'fju?z]_________
3.写出下列短语，并在课本中划出该短语所在的句子。
得到足够的睡眠_____________
有太多的家庭作业______________
有业余时间__________________
允许某人去做某事______________
太多的课外学习班______________
与某人吵架/打架_____________
（一）预习交流
(先独立完成，后对对碰法)
1.[r??le??n]relation
2.[k??mju:nikeit]communicatie
3.[k??mju:n??ke??n]
communication
4.
[?ɑ:ɡju:]
argue
5.[fa?t]fight
6.[?k?sple?n]explain
7.[?n?:v?s]
nervous
8.
[kla?d]
cloud
9.
['eld?(r)]elder
10.[r?'fju?z]refuse
get
enough
sleep
得到足够的睡眠
have
too
much
homework有太多的家庭作业
have
free
time
有业余时间
allow
sb
to
do
sth
允许某人去做某事
too
many
after-school
classes太多的课外学习班
get
into
a
fight
with
sb
与某人吵架/打架
Let's
check
together!
He
has
too
much
homework.
she
got
into
a
fight
with
her
friend.
She
has
too
many
after-school
classes.
.
He
doesn't
have
enough
sleep.
Sad
and
Thirteen
open
Dear
Mr.Hunt:
My
problem
is
that
I
can’t
get
on
with
my
family.
Relations
between
my
parents
have
become
difficult.
They
fight
a
lot,
and
I
really
don’t
like
it.
It’s
the
only
communication
they
have.
I
don’t
know
if
I
should
say
anything
to
them
about
this.
When
they
argue,
it’s
like
a
big,
black
cloud
hanging
over
our
home.
Also,
my
elder
brother
is
not
very
nice
to
me.
He
always
refuses
to
let
me
watch
my
favorite
TV
show.
Instead
he
watches
whatever
he
wants
until
late
at
night.
I
don’t
think
this
is
fair.
At
home
I
always
feel
lonely
and
nervous.
Is
that
normal?
What
can
I
do?
Sad
and
Thirteen
Reading
strategy
(阅读策略)
：The
first
sentence
of
each
paragraph
can
be
helpful
for
you
to
understand.
(topic
sentence主题句）
topic
sentence
A.He
can't
get
on
well
with
his
friends.
B.He
has
so
much
stress
from
school.
C.He
can’t
get
on
with
his
family.
D.He
has
so
many
after-school
activities.
What’s
Sad
and
Thirteen’s
problem
about?
parents
elder
brother
feels
______
and________
Advice?
Read
letter
1
and
complete
the
mind-map
1.
（先独立完成，再小组核对/按号抢答，小组接力法retell展示）
communication
fight
a
lot
He
can’t_________________
his
problem
They________
and
it’s
the
only________
they
have
He
_________him.
isn't
nice
to
lonely
nervous
get
on
with
his
family
elder/younger
brother哥哥/弟弟
v.
communicate
[k?'mju?n?ke?t]
n.
communication
[k?mju?n?'ke??(?)n]
feel
how
Why
don't
you
__________these
feelings
with
your
family?
parents
elder
brother
1.You
should
__________
if
your
parents
are
having
problems.
2.
Maybe
you
could
_________
around
the
house.
1.
Why
don’t
you
sit
down
and
_____________________.
2.
You
should_____that
___________________________
,but
he
should____
_____________________
talk
about
offer
to
help
do
more
jobs
communicate
with
your
brother
explain
let
you
watch
your
favorite
show.
Read
letter
2
and
complete
the
mind-map
2.
（先独立完成，后小组主持法核对，小组接力展示。）
Advice?
v.offer['?f?]
you
don’t
mind
him
watching
TV
all
the
time
How
to
get
on
with
people
around
you?
First,
listen
to
each
other.
Then,
open
your
mind.
Next,
voice
your
true
feelings.
Finally,
equal
to
each
other.
Write
down
your
advice:
Why
don't
you...
You
should...
May
be
you
could...
How
about...
…
1
.I
can't
get
on
well
with
my
classmates.
2.My
parents
often
argue
with
each
other.
3.My
brother
always
gets
better
grades
than
me
and
laughs
at
me.
4.I
usually
can't
finish
my
homework
on
time.
5.My
parents
don't
allow
me
to
buy
clothes
I
like.
6.I
want
to
have
my
own
mobile
phone.
Underline
the
ways
to
give
advice
in
the
following
sentences.
Can
you
make
a
summary?
1.Retell
the
2
letters
;
2.
collect
the
problems
in
your
group
and
write
him/her
your
advice.
Homework
