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視頻標簽：talk to,your parents
所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標unit 4 Why don’t you talk to your parents Section A 1 (1a-2c)山東省 - 青島
教學設計、課堂實錄及教案：人教版新目標unit 4 Why don’t you talk to your parents Section A 1 (1a-2c)山東省 - 青島
Unit 4 Why don’t you talk to your parents
Section A (1a-2c) 教學設計
【教學目標】 1、知識目標：
1）能熟練掌握以下單詞：allow, wrong.
2）能正確使用以下常用短語： What’s wrong? too much, too many, get into a fight with sb, allow sb to do sth, be good at doing. 3) 能熟練掌握并使用下列重點句式： 4) What’s wrong? Why don’t you...? You should/could... 2、能力目標：
通過聽說訓練，學會談論問題并給出相應建議, 注意連詞的 使用。 3、情感目標：
通過本課的學習，培養學生良好的合作意識，鼓勵學生大膽表達自己的想法和意愿， 并能正確認識生活中的一些困難，并樂于找到解決的合理辦法， 建立開朗健康的人格。 【教學重難點】
Talk about the problems and give advice. 【教學過程】
StepⅠ：Warming-up and Leading-in
A piece of news:On March 11th,in Shanghai,a student slept on the floor of
the subway.Many people said they felt love dearly.Why did she sleep on the subway?Why was she too tired?As a student at her age,do you have any problems?What problems do you have?
【設計意圖：通過向學生播報一則新聞導入，這則新聞的主要內容是在3月11號，上海的一名學生在地鐵上席地而坐，滿臉疲憊的睡著了，從而引發網友們的熱議。這則新聞意在說明當代中小學生課業負擔沉重，壓力與煩惱日益增多，由此順理成章的導入新課.】 StepⅡ:Presentation
1a Let’s play a game: It’s me!
【設計意圖：通過It’s me!這個游戲來呈現1a中的五個問題，對于比較長的句子可以先進行分解，由易入難，便于學生掌握。呈現完畢之后，讓學生進行速記，之后再通過圖片進行檢查，通過不斷的誦讀記憶，讓學生將這幾個問題的表述朗朗上口。】 1b Listening
Task1 Listen and circle the problems you hear in 1a. Task2 Listen and fill in the blanks. Can you tell me how to give advice? Have a try!Give your advice!
【設計意圖：對2b的處理設計了兩個任務任務一是讓學生在熟讀這五個問題的基礎上聽聽力，圈出聽到的問題，任務二是讓學生填出給出建議的句型Why don’t you...?/You should...以此讓學生自己總結如何提建議,之后為學生設置情景，讓學生根據剛剛總結的給出建議的方式來針對給
出問題提出自己的建議。】 1c Pairwork
通過幻燈片出示本節課重點句型： A: What’s wrong?
B: I’m really tied because I studied until midnight last night. A: Why don’t you go to sleep earlier this evening?
【設計意圖： 選擇幾組學生進行展示， 最大限度開發他們的記憶力， 將重點句型、 字詞搭配內化為自己的知識，能夠在以后的交流中才能脫口而出。】 2a Listening
T: Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should. 1. Let Ss read the sentences in 2a.
2. Play the recording for the Ss to listen and write the words in the blank. 3. Play the recording again to check the answers.
【設計意圖： 讓學生先將給出的建議讀熟，并重點強調could和should的發音，為之后的聽力做好鋪墊。】 2b:
T:Peter doesn’t like this advice,Why?
2. Play the recording for the Ss to write the letters (a-e) next to the advice in 2a.
3. Check the answers like this: A:I think you should write hime a letter. B:But I’m not good at writing. A:Then you could... B:But...
【設計意圖：核對本部分的聽力答案時，采用對話的形式，這既給了學生再次練習目標語言的機會，同時又為之后的分角色朗讀做了示范。】 2c Role-play a conversation between Peter and his friend. F: Hey,Peter,What’s wrong?
P: I had a fight with my best friend. What should I do? F:Well,you could... P: ...
【設計意圖：將2a和2b的聽力材料重新加以利用，讓學生進行分角色朗讀，進一步強化目標語言的運用。】 Groupwork Try to be an expert.
A:Hello expert!We have some problems,Could you please give us some advice?
E:Yes sure!What'swrong? A:I.....What should I do? E:I think you should/could/.... Why don' t you ...? B:I... E:...
【設計意圖： 學以致用，讓學生用自己本節課所學的內容來交流生活中實際存在的各種問題并對朋友們的問題提出合理化的建議，讓學生將所學的內容應用到實際生活當中。】 StepⅢ Sum up New words and phrases: allow sb. to do sth. Talk about problems: 1.What's the matter with ...? 2.What's wrong with ...? Give advice: 1.You should... 2.You could... 3.Why don’t you...?
【設計意圖：通過歸納總結，讓學生回顧本節課所學內容。】 StepⅣ Homework
Share your problems and give advice with your friends by using this conversation.
A: I have too many after-school classes. What should I do? B: Why don't you /not…
【設計意圖： 讓學生在課后和朋友同學一起繼續分享談論自己生活中的實際問題，既能鞏固本節課的目標語言，同時又能培養學生關心他人，提出合理建議的品質。】
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