Unit 4 Why don’t you talk to your parents Section A(3a-3c)教案

中小学教育资源及组卷应用平台
PEP Go for it! Book 8B
Unit 4 Why don’t you talk to your parents?
Period 3: Section A (3a-3c)
Lesson type: Reading
Duration: 45 minutes
Teacher: xxx
Teaching objectives
1. Knowledge objectives
1) All the students will be able to master these words well: argue, relation, nervous, communication, offer, explain.
2)80% students will be able to grasp the structures of rules well :
a. Why don’t you…?
b. Maybe you could…
c. You should…
2. Ability objectives
1) All the students will be able to understand the passage well.
2) Through reading, 95% students can improve their reading skills.
4) 80% will know the basic structure of letters.
3) 70% students will be able to give advice by using the sentence structures.
3. Moral objectives
All the students will be able to give their advice and offer to help others if their friends have problems.
Language focuses and difficulties
1. Teaching key points
Vocabulary: argue, relation, nervous, communication, offer, explain.
2) Some expressions of giving advice:
2. Teaching difficult points
1) Through reading, students can improve their reading skills and can know how to gain the key information from the passage.
2)Students can master above sentence patterns and use it frequently in their daily lives.
Teaching methods
PWP, Free talk
Teaching aids
PPT, Tape recorder, Pictures, etc.
Teaching procedures
T: teacher S: student Ss: students
Step1. Lead-in (8min)
Activity: Greetings and warming up
T greets Ss and shows a picture of a letter.
T: Hello, boys and girls.
(Ss say hello to the teacher).
T: Are you fine today?
Ss: Fine.
T: I’m very glad to hear this answer. I’m fine too for I received a thing yesterday. Look, what’s this?
Ss: A letter.
T: Yes, it’s a letter from my best friend. She gave me some good advice in this letter. So, I’m very happy today. Have you ever written letters?
Ss: Yes.
T: That’s good! What are you usually talking about in your letters?
S1: Some happy or unhappy things.
T: Yeah! Writing letters is a good way to share our happiness or sadness right?
Ss: Yes.
Step2. Pre-reading (25mins)
Activity: Guessing game
T shows a picture of an unhappy boy and let Ss guess the boy’s problems.
T: Today, our topic is also about two letters. And the first letter was written by this boy. Look, is he happy or sad?
Ss: Sad.
T: Yes, he is sad. Can you guess the reason? Why is the boy sad? You please!
S2: Maybe because he has too much pressure.
T: Yes. Maybe. Can you give him some advice if he has too much pressure?
S2: He could listen to soft music.
T: Yeah! It’s a good way. Thank you. Others?
S3: Maybe because he didn’t get a good grade.
T: Yes. That’s maybe the cause. So what should he do if he didn’t get a good grade?
S3: He should works harder.
T: Yes. He should work harder.
(Asking more Ss to let them guess and give the corresponding advice.)
S6: I guess his parents often get into fight.
T: So you guess his parents often argue with each other. Their relation is not very good right? Read after me. Argue, argue.
Ss: Argue, argue.
T: Relation, relation.
Ss: Relation, relation.
T: How do you think he might feel when his parents are arguing?
S8: Worried.
T: I agree with you. He feels worried and nervous. Read after me. Nervous, nervous.
Ss: Nervous, nervous.
T: Do you know the meaning of this word?
S9: Worried.
T: You are smart. I said that it means worried, frightened and unable to relax. And I know some of you will be nervous when you are answering my question. Please be brave, don’t be nervous! After reading the text, we can know who’s guess is right. But before we read the whole letter, please tell me what does the boy call himself? And who is giving advice? Find them quickly.
Ss: Sad and Thirteen. Mr. Hunt is giving advice.
T: Yes. The second letter was form Robert Hunt.
Step 3: While-reading (12mins)
Activity1: Skimming
T asks Ss to read the first letter quickly and find it’s main idea.
T: Now, boys and girls. Please read the first letter quickly and tell me the main problem of the boy. OK?
Ss: OK!
T: Any volunteer? You please.
S10: He can’t get on with his family.
T: Yes. Do you know the meaning of this phrase?
S7: Get along with.
T: Clever! It means they can’t get along well with each other. How do you know? Can you read the sentence in the letter?
S10: My problem is that I can’t get on with my family.
T: Yes. Well done. We get the main idea from the first sentence right?
Ss: Yes.
T: So, please remember, the first sentence is very important!
Ss: OK!
Activity2: Scanning
T ask Ss to read the first letter more carefully and finish the following table.
(Then T checks the answer.)
Activity3: Reading and finding
T asks students to read the second letter carefully and find all the advice of Mr. Hunt.
T:OK! Time’s up. What’s the first advice? Please read it out and underline it!
Ss: Why don't you talk about these feelings with your family?
(After finding out the all advice, T introduces the sentence patterns about giving advice.)
T: So we know that if we want to give our advice we can use those sentence patterns. Can you add more sentences about giving advice?
S11: How about…?
T: Yes! Others?
S12: What about…?
T: That’s very good.
Activity4: Asking and answering
T:Now, let’s read those advice together.
…
T: Those are Mr. Hunt’s advice. Do you agree with him?
S13: No. Because something cannot be changed by this little boy.
T: Yeah. I think so. Others? You please.
S14: No. I think sometimes it’s not child’s fault.
T: Yes, sometimes it’s parents’ responsibility.
Step 4: Post-reading (12mins)
Activity1: Listening and filling
T let Ss to listen a tape about agony aunts and let them fill in the blanks
T: I can understand how you feel but actually Mr. Hunt is trying to do something to help. And people like Mr. Hunt are called agony aunts. Now let’s listen to something about agony aunts. And you should get the losing information OK?
Ss: OK!
(After listening, T checks the answer and explains the difficult phrase.)
T: Do you think agony aunt is a good job?
Ss: Yes.
T: I think so. Because this job can help others right?
Ss: Yes.
Activity2: Role-play
T ask Ss to be an agony aunt and to give advice to his deskmates’ problems by using the following sentence patterns:
a. Why don’t you…?
b. Maybe you could…
c. You should…
(After 3 minutes, T invites some pairs to show their conversation.)
Homework:
Level A: Read the text at least five times after the class.
Level B: Turn your conversation into a letter and hand in it tomorrow.
Blackboard design:







After class reflection
In this class, a lot of activities are organized, so Ss will be interested in class and pay attention to the class. And a lot of sentence patterns about giving advice are presented in class, so Ss will master the way to give advice and learn to help others.
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