Unit 4 第1课时Section A(1a～2d)（教学设计） 2024-2025学年人教版英语八年级下册

授课教材 人教版八年级下册 授课题目 Unit 4 Why don’t you talk to your parents? Section A (1a-2d) 课时 课型 第 1 课时 听说课 主题情境 人与社会 教学目标Teaching Aims 1. Language Competence 1) Improve listening for key info, and speaking in daily volunteering chats.Students can master key words and phrases like “allow, wrong, midnight, look through” etc. 2) Be able to use the target language “Why don’t you...? / You should...” to give advice. 2. Cultural Awareness Understand the common family problems and communication cultures in different countries. 3. Thinking Ability Analyze family problems and think of proper solutions, improving logical thinking. 4. Learning Ability Develop listening and speaking skills through various activities, enhancing autonomous learning. 教学重点 Key Points 1. Key vocabulary and phrases related to family problems. 2. The usage of “Why don’t you...? / You should...” to offer advice. 教学难点 Difficult Points 1. Enable students to use the target language flexibly in real-life situations. 2. Encourage students to actively participate in speaking activities and express their true feelings. 教学方法 Teaching Methods PWP (Pre-listening, While-listening, Post-listening) model, task-based and communicative approaches 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures I. Lead-in (3 minutes) · Greet students. Show some pictures of different family scenes on PPT, like family arguing, family having fun. Let students observe and describe what they see. II. Pre-listening (7 minutes) · 1a：Present the problems in 1a on PPT. Read them aloud and explain the key words briefly. Then let students match the problems with the pictures. Check the answers together. III. While-listening (15 mins) Listening (1b) Tell students they will listen to a conversation. Before listening, let them look at the tasks in 1b. Explain they need to listen and circle the problems they hear. Play the recording for the first time. Students listen carefully. Play it again for them to check answers. Finally, check with the whole class. Pair Work (1c) Let students work in pairs. They should make conversations using the problems in 1a. For example, A: I have too much homework. B: Why don’t you ask your teacher for help? Walk around to offer help. After a while, invite some pairs to act out their conversations. Listening (2a & 2b) For 2a, introduce the characters Mario and Lisa. Let students look at the questions in 2a. Explain they need to listen and circle the correct answers. Play the recording. Students listen and circle. Play again to check. For 2b, show the chart in 2b. Students need to listen again and fill in the chart. Play the recording. Then check the answers. Role-play (2c) Divide students into pairs. One acts as Mario and the other as Lisa. They role-play the conversation in 2b. Encourage natural expressions. Walk around to monitor. Invite some pairs to perform in front of the class. IV. Post-listening (15 mins) 2d Let students read the dialogue in 2d silently. Explain difficult points like “get into a fight with, call sb. up”. Let students practice reading the dialogue in pairs, paying attention to intonation. Invite pairs to read aloud. Then organize a group discussion: What family problems do they have and what advice can they give? After discussion, invite students to share. V. Summary (3 minutes) Summarize key words, phrases and sentences on the blackboard. For example, key words: allow, wrong, etc.; sentences: Why don’t you...? / You should... Emphasize the importance of good communication in family. 作业设计 Homework Design Ask students to write down three family problems they know and give advice for each. Let students have a talk with their parents about their study pressure. 板书设计 Blackboard Design 教学反思 Teaching Reflection The use of pictures in the warming-up part can attract students’ attention. But in pair work, some students may lack confidence. More encouragement is needed. Listening practice is effective, yet for weaker students, more support should be provided. 教学评价 Teaching Evaluation Evaluate students’ performance in class from aspects like participation, pronunciation and use of target language. Check students’ homework to assess their understanding of family problems and advice-giving. 学科网（北京）股份有限公司 $$