Unit 4 Why don't you talk to your parents Section A 3a～3c 教案 2024-2025学年人教版英语八年级下册

教学设计 课题 Unit 4 Why don't you talk to your parents-Section A-3a-3c 课时 1 教学目标 1.Language Ability: Master reading strategies (skimming & scanning) to identify advice structures like "Why not...", and analyze text genres (advice letter). 2. Cultural Awareness: Understand family communication norms and emotional expression in English-speaking contexts. 3. Thinking Quality: Evaluate advice effectiveness, distinguish problem-solving approaches, and practice logical reasoning. 4. Learning Ability: Extract useful expressions (e.g., "get on with", "communicate with") and apply them to writing. 重难点 Key: Analyze text structures (problem-description → advice-giving) and use "instead (of)", "maybe" to propose solutions. Difficult: Differentiate between "elder/older" and "argue with/against". Avoid misusing "so...that" in complex sentences. Practice paraphrasing advice in 3c with correct tense consistency. 教学环节 教学过程 新课教学 Step 1: Warming - up and Lead - in​ T: Good morning, class! How was your day yesterday? I hope you all had something interesting happen. Before we start our new part of this unit, let's have a little chat. We all know that family is very important to us. But sometimes, we might have some problems with our family members. Can you share some of the family problems you know or have experienced? Raise your hands, please.​ S1: My parents always compare me with my classmates. They are never satisfied with my grades.​ T: Oh, that can be really frustrating. Thank you for sharing. What about you, S2?​ S2: My little brother always messes up my room, and it makes me angry.​ T: Yes, that's a common problem among siblings. Now, today we are going to read an article that is also about family problems. Let's see what problems the writer has and how he/she tries to solve them.​ Step 2: Pre - reading​ T: First, look at the title of the article in 3a, "Dear Mr. Hunt, My problem is that I can't get on with my family." (Write the title on the blackboard) Just from the title, can you guess what the article might be about? Any ideas?​ S3: Maybe the writer will talk about how his family members fight or don't understand each other.​ T: That's a great guess. Now, look at the pictures next to the article. What can you see?​ S4: I can see a boy looking unhappy, and there are some thought bubbles with words like "argue" and "nervous".​ T: Exactly. These pictures can give us some clues about the article. Now, let's quickly scan the article and find out who the writer is writing to.​ (Students quickly scan the article)​ T: So, who is the writer writing to?​ S5: The writer is writing to Mr. Hunt.​ T: Right. Mr. Hunt seems to be someone who can give advice. Now, let's read the article carefully to find out more details.​ Step 3: While - reading​ T: Read the article in 3a carefully by yourself. While reading, try to answer these questions on the screen. (Show the following questions on the screen:​ What are the main problems between the writer and his/her family?​ How does the writer feel about these problems?​ What advice does Mr. Hunt give?)​ (Students read the article silently)​ T: OK, let's stop reading. Let's start with the first question. What are the main problems between the writer and his/her family?​ S6: The writer's parents fight a lot. And he/she can't get on well with his/her elder brother. His/her brother always refuses to let him/her watch his/her favorite TV show.​ T: Very good. You got the main points. Now, for the second question, how does the writer feel about these problems?​ S7: The writer feels lonely and nervous.​ T: Correct. The problems at home really make the writer feel bad. Now, what advice does Mr. Hunt give?​ S8: Mr. Hunt says the writer should offer to help so that his parents can stop arguing. And he/she could sit down and communicate with his/her brother.​ T: Great. Now, let's read the article again, paragraph by paragraph. Let's start with the first paragraph. (Read the first paragraph aloud) What does "get on with" mean here? Can you give an example in your own words?​ S9: "Get on with" means to have a good relationship with someone. For example, I get on well with my best friend.​ T: Excellent. Now, let's move on to the second paragraph. What does "argue" mean? And can you find a sentence in the paragraph that shows an example of arguing?​ S10: "Argue" means to have a disagreement or quarrel. The sentence "When they argue, it's like a big, black cloud hanging over our home." shows that the parents often argue.​ T: Well - done. Now, let's read the third paragraph. What does Mr. Hunt think is the reason for the writer's brother's behavior?​ S11: Mr. Hunt thinks the writer's brother might feel lonely and nervous, too, because of the parents' fighting. So he is acting badly.​ T: Exactly. Now, let's look at the new words and phrases in the article. (Write "get on with", "argue", "nervous", "offer", "communicate" on the blackboard) Let's learn their meanings and usages. "Get on with" we have just discussed. "Argue" is to have a heated discussion or quarrel. For example, They always argue about who should do the dishes. "Nervous" means being worried or anxious. I feel nervous before an exam. "Offer" here means to say that you are willing to do something for someone. He offered to help me with my math homework. "Communicate" means to exchange information or ideas with someone. We should communicate more with our parents. Now, let's read these words and phrases together.​ (Students read after the teacher)​ Step 4: Language Points Explanation​ T: Now, let's focus on some important language points in the article. First, look at the sentence "My problem is that I can't get on with my family." Here, "that I can't get on with my family" is a predicative clause. It tells us more about the subject "problem". Can you make a sentence using a predicative clause?​ S12: My dream is that I can travel around the world.​ T: Wonderful. Now, look at another sentence "When they argue, it's like a big, black cloud hanging over our home." This is a complex sentence with a time - adverbial clause "When they argue". The main clause is "it's like a big, black cloud hanging over our home." The phrase "be like" here means to be similar to. Can you make a sentence using "be like" and a time - adverbial clause?​ S13: When it rains, the street is like a small river.​ T: Great job. Also, pay attention to the phrase "offer to do sth." We use it when we want to say that someone is willing to do something. For example, She offered to clean the classroom after school. Now, let's practice using these language points. I will give you some topics, and you make sentences using the language points we just learned. The first topic is "your hobby".​ S14: My hobby is that I like playing basketball. When I play basketball, it's like I can forget all my troubles. I often offer to teach my friends how to play basketball.​ T: Well - done. You used all the language points correctly.​ Step 5: Post - reading​ T: Now that we have read and understood the article, let's think about some solutions to the writer's problems. If you were the writer, what else could you do to solve these problems? Discuss in groups of four.​ (Students discuss in groups. The teacher walks around, listens to their discussions, and gives some guidance)​ T: OK, stop discussing. Which group would like to share your ideas? Group 1.​ G1S1: If I were the writer, I would hold a family meeting and let everyone talk about their feelings and problems. Maybe this can help my parents and brother understand each other better.​ T: That's a very good idea. What about Group 2?​ G2S1: I would write a letter to my parents and brother, telling them how much I love them and how much their fighting and bad behavior hurt me.​ T: That's also a creative way. Now, let's do 3b. Look at the problems and advice in the box. Match them.​ (Students do the matching exercise. Then the teacher checks the answers)​ T: Now, let's move on to 3c. Think of your own problems. Then write a letter to Mr. Hunt. Explain your problems and ask for advice. You can use the article in 3a as a model.​ (Students write the letters. The teacher walks around and helps students with their writing, such as grammar mistakes, spelling, and organization of ideas)​ Step 6: Oral Practice​ T: After you finish writing, work in pairs. Share your letters with your partners. Your partner will act as Mr. Hunt and give you advice according to what you wrote.​ (Students work in pairs. The teacher listens to their conversations and encourages them to use the language they learned in class)​ T: OK, stop. Let's invite some pairs to come to the front and share their conversations with us.​ (Invite several pairs to perform their conversations in front of the class)​ T: Well done, everyone. You all did a great job in expressing your problems and giving advice. Through this activity, we can see that communication is very important when we have problems.​ Step 7: Summary​ T: Today, we read an article about family problems and learned some new words, phrases, and language points. We also learned how to write a letter to ask for advice and how to give advice. Remember, family problems are common, but we should face them bravely and try to solve them through communication.​ Step 8: Homework​ T: For homework, I want you to rewrite your letter to Mr. Hunt. Make sure there are no grammar or spelling mistakes. And you can add more details to make your letter more vivid. Also, ask your parents or an elder family member about their opinions on family problems. Write down what they said and share it with the class next time. That's all for today's class. See you next time!​ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$