人教版八年级英语下册第四单元教案.doc

Unit 4 Why don’t you talk to your parents?
教材解读
本单元的中心话题是人际交往，与学生实际生活紧密相关，主要探讨当代中小学生所面临的种种压力和困境，并针对这些问题给予合理的建议。通过学习本单元，学生应能询问、陈述自己或他人的困难和麻烦，能针对别人的困境提出解决的办法和建议。语法部分主要是关于学生能正确使用情态动词could，should表达建议或劝告，能正确使用Why don’t you…?句型表达建议，能正确使用连词until，so that，although等。通过学习本单元，学生应能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，并学会用正确的态度对待这些问题。在本单元中学生还能了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法，有利于学生学会换位思考，帮助他们逐步建立正确、积极的生活态度和价值观。
单元目标
一、知识与技能
1. 掌握重点词汇和短语：until，so that，although，look through，big deal，work out，get on with，cut out，compare…with，in one’s opinion
2. 掌握重点句型：What’s wrong? What’s the matter? You could / should… Why don’t you…?
3. 培养听说读写各项基本技能同时注重培养在语境中猜测词意的能力。
二、过程与方法
采用直观教学法、情景教学法、讨论、角色表演等方法，学习知识，培养能力，养成好习惯。
三、情感态度与价值观
通过学习，了解生活、学习中常见的矛盾和困难，能合理表达自己的观点和看法，给别人提出合理的建议，逐步建立正确、积极的生活态度和价值观。
教法导航
采用直观教学法，情景教学法，遵循以学生为主体的原则。
学法导航
采用自主学习、小组合作、分角色表演等学习策略。
课时支配
第1课时：Section A 1a-2d
第2课时：Section A 3a-4c
第3课时：Section B 1a-2e
第4课时：Section B 3a-Self Check
课时教案

第1课时Section A 1a-2d

教学目标
一、知识与技能
1. 能掌握以下单词：allow，wrong，guess，deal，work out
2. 能掌握以下句型：
①---What’s wrong?
---I’m really tried because I studied until midnight last night.
② You could give him a ticket to a ball game.
③ I think you should ask your parents for some money.
④ Why don’t you talk to him about it?
3. 能了解以下语法：
①能够运用所学知识谈论问题和困难、提出建议并作出选择；
②能根据对方所提出的问题，给出一些合理的建议。
二、过程与方法
采用直观教学法，情景教学法，小组讨论与交流来了解生活中、学习中常见的矛盾与困难以及提出合理建议。
三、情感态度与价值观
培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。正确认识生活中的一些困难，能采用正确的方式解决生活中的问题。
教学重点
掌握提建议的重点句型：You should / could… Why don’t you…?
教学难点
能对别人的问题提出合理建议。
教法导航
直观教学法，情景教学法。
学法导航
独立思考，小组讨论，合作。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Warming up
Show some pictures and ask：What’s the matter / What’s wrong?
S：He has too much homework to do.
T：Does he like to do it?
S1：No，he doesn’t. Because he doesn’t have any free time to do things he likes.
…
Step 3 Talking
Say：In our daily life there are always many problems. Look at these problems. Do you think they are serious or not? Students discuss with their partners and try giving some advice.
① I have to study too much so I don’t get enough sleep.
② I have too much homework so I don’t have any free time to do things I like.
③ My parents don’t allow me to hang out with my friends.
④ I have too many after-school classes.
⑤ I got into a fight with my best friend.
Step 4 Listening
T：Tell students to read the sentences in 1a again. Make sure they know the meaning of the sentences. Then play the recording for the students to listen and circle the problems they hear in 1a. Play the recording again. Check the answers with the students.
Step 5 Pair work
Ask a pair of students to read the conversation in the box. Then ask the students to work I pairs and use the information in 1a to make other conversations. Let some pairs act out their conversations.
Step 6 Listening
2a, Say：Peter has some problems. What advice does his friend give him? Fill in the blanks with could or should. Let students read the sentences in 2a. Play the recording for the students to listen and write the words in the blank. Play the recording again to check the answers.
2b, Let students read the sentences below. Explain some main sentences for the students. Make sure they know the meaning of each sentence. Play the recording for the students to write the letters (a-e) next to the advice in 2a. Play the recording again to check the answers.
Step 7 Pair work
Tell students to make a conversation using the information in 2a and 2b. Let one pair to read out their conversation first.
e.g. A：What’s the matter，Peter?
B：I had a fight with my best friend. What should I do?
A：Well，you should call him so that you can say you’re sorry.
B：But I don’t want to talk about it on the phone.
Students act the conversation in pairs. Ask some pairs to act out their conversations.
Step 8 Role-play
Students read the conversations and try to understand the meaning. Read the conversation after the teacher. Practice the conversation with their partner. Then let some pairs to act out the conversation. Explain some new words and main points in the conversation.
1. big deal是英语中的一个固定搭配，表示“重要的事情或状况”，多用于非正式交流。作否定用法时，常说It’s not a big deal或It’s no big deal. 表示说话人并不认为某事有什么了不起。
e.g. ① There’s a soccer game on TV this evening but I don’t have to watch it. It’s no big deal.
今天晚上电视上有一场足球赛，但我不一定要看。没什么大不了的。
②It’s a big deal，David，bigger than you know.
这事挺重要的，戴维，比你所知道的要重要。
2. work out 解决（问题）；算出
e.g. Mike worked out the difficult problem by himself.
迈克自己算出了那道难题。
Step 9 Homework
Write three conversations about your problems and your friends’ suggestions.
课堂作业
翻译短语和句子：1.太多 2. 允许某人做某事 3. 闲逛 4. 给…打电话 5. 为了 6. 浏览 7. 重要的事 8. 解决，算出 9. 怎么了？ 10. 你为什么不今天晚上早睡一会儿呢？ 11. 你应该给他打电话这样你就能向他道歉。
参考答案：1. too much / too many 2. allow sb. to do sth. 3. hang out 4. call up 5. so that 6. look through 7. big deal 8. work out 9. What’s wrong? / What’s the matter? 10. Why don’t you go to sleep earlier this evening? 11. You should call him so that you can say you’re sorry.
教学反思
由图片入手，让学生带着疑问进入本课的学习，更容易激发学生的好奇心和求知欲。本课涉及的几个问题是学生经常会遇到的，学生很感兴趣，能积极动脑思考，互相交流问题和建议，能较好地掌握新知识。

第2课时 Section A 3a-4c

教学目标
一、知识与技能
1. 掌握下列词汇：get on with, relation，communication，argue，cloud，elder，instead， whatever，nervous，offer，proper，secondly，explain，clear，copy，return，anymore
2. 复习巩固对询问困难及提出建议的句型，掌握其规则。
3. 阅读短文，能按要求找到相应的信息。
4. 通过不同方式的练习，来熟练运用询问及提建议的表达方式。
二、过程与方法
发现法、总结法、小组交流、合作法、机械操练法。
三、情感态度与价值观
人的一生并不都是一帆风顺的，难免有一些挫折和困难，如果生活中发生了一些不尽如人意的问题，我们学会冷静对待，学会用合理的办法去理性地解决。
教学重点
掌握重点短语和句型，达到熟练运用的目标。
教学难点
阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
教法导航
创设情景，为学生营造一个尽量真实的语言环境，鼓励他们多开口，多实践。
学法导航
多看，多听，多思考，多说，多实践，小组多沟通，交流，合作。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the class as usual.
Step 2 Revision
Some students give some problems. Other students give advice.
Step 3 Lead in
Ask some questions about families and ask the students to discuss the answers in groups.
1. Can you get on well with your family?
2. Are the relations between your parents good?
3. Do you have any brothers or sisters? Can you get on well with him/her?
4. Who do you ask for help when you have problems?
Step 4 Reading
3a, Tell students to read the article in 3a quickly and try to find the answers to these questions：
1. What’s Sad and Thirteen’s problem?
2. How does he feel at home?
3. What’s Robert Hunt’s advice?
Students read the article again and fill in the chart.
3b, Group work. Ask the students to talk about Mr. Hunt’s advice and then ask some students to report their opinions.
S1：I agree with his advice. Because more communication can make family members understand each other better and know about the feeling they have.
S2：I don’t agree with his advice. I think their parents should fight any more. They should care more about their children and spend more time with them.
3c, Go through the words and phrases with the students and then ask them to find words or phrases in the letters that have the same or similar meanings. Ask some students to report their answers. Finally ask the students to write a sentence using each word or phrase. Ask some students to report their sentences.
Step 5 Language points
1. My problem is that I can’t get on with my family.
get on with 和睦相处；关系良好 相当于 get along with
e.g. The child doesn’t get on well with others. 那个小孩不合群。
2. Instead he watches whatever he wants until late at night.
1) instead adv. 代替；反而；却
e.g. If we can’t go to Huashan Mountain，we’ll go to the city of Xi’an for the trip instead.
如果我们不能去爬华山，我们就去西安游玩。
2) whatever pron. 任何；无论什么 相当于 no matter what
e.g. Whatever I suggest，he always disagrees.
无论我提什么建议，他都不同意。
3. If your parents are having problems， you should offer to help.
offer v.主动提出；自愿给予
offer侧重主动或愿意给予，主动提出做某事。常用结构：offer sb. sth. 或offer to do sth.
e.g. She offered me a cup of tea. 她给我端了杯茶。
He offered to go instead of me. 他主动提出代替我去。
Step 6 Grammar Focus.
Ask the students to read and translate the sentences and then try to fill in the blanks.
①你看上去很疲劳，怎么了？
You ____ tired. What’s _____ _______?
②昨晚，我一直学习到午夜，因此我没有睡足觉。
I studied _____ _________ last night so I didn’t ___ ______ sleep.
③我应该做什么？
________ ____I do?
你为什么不忘掉此事呢？尽管她错了，但那不是一件大事。
_____ ____ you forget about it? ______ she’s wrong. It’s not _____ _____ ______.
④他应当如何做？
_______ _______ he do?
他应当和他的朋友交谈一下，以便于他能向他道歉。
He _____ _____ _____ his friends ____ ___ he can say he’s sorry.
⑤或许你应当去他家。
_______ you ______ go to his house.
⑥我想我可以，但是我不想让他吃惊。
I think I _______， but I don’t want to _______ _________.
Then the students check the answers by themselves.
Step 7 Conclusion
Ask the students to work in groups and try to conclude the rules of giving advice.
情态动词should，shouldn’t“（不）应该”，could“可以”常用来提出请求和建议。
表建议的句型：
You should/could +v.
Why don’t you + v.? = Why not + v.?
Could you please + v.?
You’d better (not) + v..
Would you mind doing…?
What about/How about + n./doing…?
Step 8 Practice
4a, Fill in the blanks with although，so that or until. Tell the students if they feel it difficult，they can do it with their partner. Then ask some students to report their answers.
4b, Giving advice. Show the problems on the screen and ask the students to give their advice. Then ask them to compare their advice with their partner’s and decide whether the advice is good or bad. Ask some pairs to report their advice.
4c, Group work. Choose one of the problems and ask your classmates for advice. Decide which classmate has the best advice. Ask some groups to practice their dialogues.
Step 9 Homework
Copy the sentences in Grammar Focus.
课堂作业
用所给单词的适当形式填空。
1. We shouldn’t_______ (argue) with our parents.
2. You shouldn’t____ (use) the phone in the classroom.
3. ---Could I use your dictionary? ---Well，you___.
A. can B. could C. should D. might
4. You’d better___(go) to school by bike.
5. How about_________(go) hiking this afternoon?
6. Why don’t you _______ (forget) about it?
参考答案：1. argue 2. use 3. A 4. go 5. going 6. forget
教学反思
本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一一呈现。通过多种形式的练习，学生们复习、巩固了本单元的重点词汇、短语和句型。

第3课时 Section B 1a-2e

教学目标
一、知识与技能
1. 能掌握以下单词：member，pressure，compete，opinion，skill，typical，cut out， continue，compare，compare…with，crazy，push，development，cause，usual。
2. 能掌握以下句型：
①I think Wei Ming should…
②Although you may be…，you should talk to them.
③Why don’t they just let their kids be kids?
④Although it’s normal to want successful children，it’s even more important to have happy children.
3. 培养阅读理解能力和猜测词义的能力。
二、过程与方法
为学生创设熟悉的情境，帮助他们更好地融入所学内容。
三、情感态度与价值观
了解中国及一些其他国家中学生们普遍存在的生活及学习上的问题，了解别人的生活现状及其苦恼，知道学习知识是很重要的事情，但它并不是生活的全部。
教学重点
阅读短文，获得相关信息，提高学生们的综合阅读能力。
教学难点
1. 培养根据语境和句意猜测词义的能力。
2. 阅读2b部分的短文并完成相关要求。
教法导航
为学生创设熟悉的环境，帮助他们更好地掌握所学内容。
学法导航
加强小组交流和合作。
教学准备
图片，多媒体。
教学过程
Step 1 Greetings
Greet the students as usual.
Step 2 Revision
Show some problems on the screen and ask the students to make up dialogues about giving advice in pairs. Then ask some pairs to act out their dialogue.
Step 3 Warming up
Show a picture of a student and ask：What’s wrong with the girl?
S：She’s too stressed out.
T：What should she do? Can you give her some advice?
Students discuss the problem and give some advice：
e.g. S1：Why not hang out with her friends？
S2：She could play sports.
S3：She could play computer games.
S4：She should listen to music and read some books.
Encourage the students to think of as much advice as possible.
Step 4 Writing
Ask：What activities do you like to help lower your stress? Order them from 1-8 with 1 being the most favorite thing you do to lower stress. Then let the students talk about their answers in pairs.
Step 5 Listening
1c, Say：Wei Ming has some problems. Go through the sentences first and then play the recording for the students. students just listen for the first time. Play the recording again and check the problems Wei Ming talks about. Check the answers.
1d, Let students read the sentences in 1d first. Tell students to listen again and fill in the blanks. Play the recording again for the students to listen and write. Check the answers with the class.
Step 6 Pair work
1e, Work in pairs. Suppose your partner is Wei Ming. You try to tell her some advice and say why. Let two students make a model for the students. Then students practice their conversations. Teacher can walk around the classroom，and give some help to the students. Finally ask some pairs to act out their dialogue.
Step 7 Pre-reading
Say：There are some after-school activities. What activities do you and your classmates
usually do? Check them. Ask some students say their choice. Ask：Do foreign students have after-school activities? What do they usually do after school? Get the studenst to talk about in groups. Then ask some groups to report their opinions.
Step 8 Reading
Fast Reading Say：Now let’s work on 2b. First，let’s read the questions and make sure we know the meanings of all the questions. Then read the passage quickly and find the answers to the questions.
1. What is the common problem for Chinese and American families?
2. Who gives their opinions about the problems?
Students read the letter quickly and try to find the answers to the two questions. Check the answers with the class.
Careful Reading 2c，Say：Now look at the words in bold in the article. Can you guess their meanings? Try to match them with the meanings below. Let students read and try to match the words. Give students some advice on how to do it. Remind them to work in groups if they think it difficult. Check the answers with the students. Give some explanation about the difficult words.
Step 9 Post reading
2d, Tell students to read the passage again and answer the questions. students work by themselves. Check the answers together.
Step 10 Pair work
2e, Ask the students to discuss the questions with their partner. Then ask some students to report their answers.
Step 11 Homework
Try to write your opinion about after-school activities.
课堂作业
补全对话
---Hello. Gerry speaking.
---Hello，Gerry. It’s me John here. ___1___.
---Well，I’m terribly sorry，but I’m not feeling very well.
---Is that all？ ___2___
---No，I’m sorry. I was sick all night. I think it must be the fish I ate last night.
---Well，I think you should have at least phoned Kate and told her you weren’t coming to the meeting.
---___3___ I’m sorry about that. Anyway. I think I’ll be able to get in to work tomorrow.
---___4___
---I won’t. Thanks for calling.
---___5___.
A. Why didn’t you phone？
B. OK. Take care and don’t eat any more fish.
C. Why weren’t you here at the meeting？
D. That’s all right.
E. We thought you might have had an accident or forgotten the day or something.
F. I’ll be glad