Unit 4 第6 课时Section B(3a～ self check)（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(3a-self check) 课时 课型 第 6 课时 写作课 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: (1) Students can review and consolidate vocabulary, phrases and sentence patterns related to family problems and advice-giving in this unit, such as "allow, argue, Why don't you...", "You should...". (2) Be able to use the learned language to write a passage about family problems and solutions clearly and coherently. 2. Cultural Awareness: Deepen the understanding of cultural differences in handling family relationships, and respect different family values. 3. Thinking Quality: Analyze and summarize the key points of the unit, and think creatively about solutions to family problems in writing. 4. Learning Ability: Develop self-assessment and reflection skills through self-check activities, and improve writing skills by learning from peer review. 教学重点 Key Points 1. Review and master the key language knowledge of this unit. 2. Guide students to write a well-structured passage about family problems and solutions. 教学难点 Difficult Points 1. Helping students to write with logical thinking and rich details, avoiding simple language repetition. 2. Encouraging students to express their true feelings and unique insights about family problems in writing. 教学方法 Teaching Methods PPP (Pre-writing, While-writing, Post-writing) model, task-based and cooperative learning methods 教学工具 Teaching Aids Multimedia projector, blackboard, handouts 教学过程 Teaching Procedures 1. Lead-in (5 minutes) Unit Review (1) Display a mind map on the PPT with the central topic "Family Problems and Solutions". Review key vocabulary and phrases by asking students to recall and fill in the relevant branches. For example, under "Problems", students recall words like "argue", "get into a fight"; under "Solutions", phrases like "communicate with", "offer to help". (2) Review important sentence patterns through short dialogues. Invite pairs of students to come to the front and act out simple dialogues using sentence patterns such as "Why don't you talk to your parents?" "You should listen to their opinions." 2. Pre-writing (5 minutes) Present the letter in 3a on the PPT. Let students read it quickly and answer the questions: · What is the problem the writer has? · What advice does the writer need? Then ask some students to share their answers. 3. While-writing(15 minutes) Outlining Guide students to make an outline for their writing. Divide the writing into three parts: problem description, possible reasons, and solutions. For example, in the problem description part, students can describe a specific family problem they have or know, like "My parents always compare me with my classmates." In the reasons part, they can analyze why their parents do so. In the solutions part, they can suggest solutions such as "I will have a talk with my parents to let them know my feelings." Drafting Let students start writing their own letters according to the outline. Walk around the classroom to offer help, such as grammar checking and language use suggestions. 4. Post-writing(15 minutes) Peer Review Divide students into pairs. Each student exchanges their writing with their partner. They read each other's letters and give feedback according to the following aspects: whether the problem is clearly described, whether the reasons are reasonable, and whether the solutions are practical. They can also mark grammar and spelling mistakes. Self-check Guide students to do the self-check exercises on page 30. Let them review their own learning in this unit, including vocabulary, grammar and writing skills. 5. Summary (5 minutes): Summarize the key points of this unit on the blackboard, including important words, phrases, sentence patterns and writing skills. Emphasize the importance of good communication in family relationships. 作业设计 Homework Design Ask students to revise their writing according to peer review and self-check, and then hand it in. Let students make a family relationship poster, including pictures and words about family values and good communication methods. 板书设计 Blackboard Design 教学反思 Teaching Reflection 1. The unit review in the pre-writing stage can effectively help students recall knowledge, but more students' active participation could be encouraged. 2. Peer review is helpful for students to improve their writing, but some students may not be able to give accurate and detailed feedback. More guidance is needed. 教学评价 Teaching Evaluation 1. Evaluate students' performance in class from aspects such as participation in review activities, writing ability shown in the draft, and the quality of feedback in peer review. 2. Check students' homework to assess their writing improvement and understanding of family relationship knowledge. 学科网（北京）股份有限公司 $$