Unit 4 第4课时Section B(1a～1d)（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 B (1a-1d) 课时 课型 第 4 课时 听说课 主题情境 人与社会 教学目标Teaching Aims (基于英语学科核心素养) 1. Language Competence: Students can master new vocabulary related to family stress like “nervous, offer, proper” etc. Use target language to describe family stress and give relevant advice, such as “I’m really nervous because... / You could...” 2. Cultural Awareness: Understand different ways of dealing with family stress in various cultures. 3. Thinking Quality: Analyze causes of family stress and come up with reasonable solutions, improving critical thinking. 4. Learning Ability: Develop listening and speaking skills through diverse activities, enhancing self-learning ability. 教学重点 Key Points New vocabulary about family stress. Sentence patterns for expressing family stress and giving advice. 教学难点 Difficult Points Enable students to use the learned language to communicate fluently in real-life situations about family stress. Encourage students to express their true feelings about family stress. 教学方法 Teaching Methods PWP (Pre-listening， While-listening， Post-listening) model, task-based teaching method, communicative approach 教学工具 Teaching Aids Multimedia projector, blackboard, handouts, recording device 教学过程 Teaching Procedures 1. Lead-in (5 minutes) Greet students. Show some pictures of people looking stressed on PPT. Ask students to describe how these people might feel. 2. Pre-listening (10 minutes): Vocabulary Introduction 1a Present the words in 1a on PPT. Read them aloud and explain their meanings briefly. Let students match the words with the pictures. Check the answers together. 3. While-listening (15 minutes) : Listening (1b) Before listening, let students look at the tasks in 1b. Explain they will listen to Anna talking about her family stress. Play the recording for the first time. Students listen and circle the problems Anna mentions. Play the recording again for students to check answers. Then check with the whole class. Pair Work (1c) Let students work in pairs. One acts as Anna and the other gives advice. They should use the words in 1a. For example, A: I’m really nervous because my parents are always comparing me with others. B: You could talk to them about your feelings. Walk around to offer help. After a while, invite some pairs to act out their conversations. Listening (1d) Show the chart in 1d. Tell students they will listen again and fill in the advice that the boy gives Anna. Play the recording. Students listen and fill in the blanks. Play it again to check. 4. Post-listening (10 minutes): Group Discussion (1) Divide students into groups. Present discussion topics like “Which volunteer job in the listening do you think is the most meaningful? Why?” or “Share a volunteer experience you or someone you know has had.” (2) Students discuss in groups while the teacher monitors and offers help. Some groups report their discussions. Listening and Speaking Extension (1) Play the recording of 1d. Students listen and answer questions about the details of the volunteer work. (2) Then, students create their own dialogues about a new volunteer idea. They can use the target language and new words learned. 5. Summary (5 minutes): 1. Summarize new words and useful expressions on the blackboard. For example, new words: nervous, offer, proper; expressions: I’m nervous because... / You could... 2. Emphasize the importance of positive communication when facing family stress. 作业设计 Homework Design Ask students to write a letter to a friend who has family stress, giving at least three pieces of advice. Let students try to have a heart-to-heart talk with their parents about their stress this week. 板书设计 Blackboard Design 教学反思 Teaching Reflection 1. The warming-up activity can arouse students’ interest. However, in pair work, some students may have difficulty in giving appropriate advice. More model conversations could be provided. 2. Listening practice is helpful, but for some students with weak listening skills, more listening materials of different levels are needed. 教学评估 Teaching Evaluation 1. Evaluate students’ performance in class from aspects such as vocabulary usage, participation in pair work and group discussion. 2. Check students’ homework to assess their understanding of family stress and ability to give advice. 学科网（北京）股份有限公司 $$