Unit4 Section A （3a～3c)教案 2024-2025学年人教版（2012）八年级英语下册

Unit 4 Why don’t you talk to your parents? 1、 单元整体分析 单元整体分析 本单元的话题是“Interpersonal communication”，主要学习询问、陈述自己或他人的困难，以及针对别人困境提出解决办法和建议的表达方式。Section A重点学习使用What’s wrong? What’s the matter?等句型询问他人困难，学习描述自己面临的困难。同时学会使用情态动词should, could, 句型Why don’t …?等提供建议。通过听力和阅读语篇的学习懂得根据他人的困难提供合适的建议，并且学会在遇到困难的时候主动求助。Section B 重点是巩固关于建议的表达，培养学生根据上下文猜词的能力，在理解篇章的基础上进行归纳表述和自主发表观点和建议的能力。通过语篇学习正确认识压力，合理排解压力。 核心素养要求： 学生能够达到本单元所要求的语言能力，理解并体会本单元要求的文化意识和思维品质。在学习的过程中，学生在课堂活动中逐步发展思维品质。 语言能力：1、能够描述中学生常见的问题； 2、能够掌握询问困难的句型、提供建议的常用表达； 3、能够正确使用连词until, so that, although; 4、能够在语境中感悟和体会词汇含义，找出相近或相同的语言表达； 5、能够根据上下文猜测生词的含义 学习能力：1、在理解语篇的基础上进行归纳的能力 2、自主发表观点和建议的能力 思维品质：培养根据具体问题提供合理建议的逻辑思维能力 文化意识：培养了解西方国家同龄人，并进行比较的意识 单元课时安排 二、【Period 2 Section A ( 2a- 2c ) Reading】 Teaching analysis What (主题意义，主要内容） 本课时阅读文本主要包含两部分。第一部分为一位 13 岁的少年写信给 Mr. Hunt 求助。信中描写了他与家人相处的一些烦恼。由于父母经常争吵，所以家里的氛围一直都非常的压抑，自己的兄弟与自己之间的关系也不是很好。因此在家总是感到压抑和孤独。第二部分为 Mr. Hunt 对其的回信。针对父母争吵，他认为可以通过帮做家务从而父母能有更多时间沟通去帮助他们。对于与兄弟之间的关系，建议和兄弟说清楚自己并不介意他一直看电视，但自己需要有一点时间看自己喜欢的节目。 Why（作者意图，育人价值） 本部分通过青少年以写信的方式向专家求助的故事向读者呈现了青少年常见的家庭问题，涉及到父母关系对孩子的影响以及与兄弟姐妹如何更友好的相处。同时也向学生呈现了当自己遇到问题时需要及时向他人求助，以更好的解决问题。 How（文体结构、语言修辞） 本课时的文体结构为书信。第一封信向大家呈现了问题，第二封信为建议。文字内容部分生动形象，对于家庭关系的描写部分用了很生动的比喻，让读者能感同身受少年的烦恼。第二部分能够帮助学生结合文章中所讨论的问题得出解决方式，给出自己的思考。 Student analysis 初二是学生学业生涯中的一个重要“分水岭”。学生在英语学科上的表现逐渐显现出差异化。809班部分学生英语基础扎实，学习能力强，但大部分学生在英语学习上显得吃力，在词汇记忆和语法理解方面存在明显困难，阅读能力有待提高。由于学习能力，态度，基础等原因导致本班学生总体英语水平不高，所以在进行本篇阅读学习时将学生分成SA SB SC SD四个层次，进行分层任务教学。 Teaching aims 通过本课时的学习，学生能够： 1、（学习理解）通过对阅读文本的梳理和复习，在掌握书信阅读技巧的同时，进一步熟悉本单元目标语言；并通过梳理阅读中的人物所遇到的问题，理解家庭关系对于孩子健康成长的重要性，思考如何通过共同努力去营造良好的家庭关系。 2、（应用实践）就文中所谈及的问题提出自己的看法，并分析问题中所涉及到的家人的做法、观点进行评论。 3、（迁移创新）能够用目标语言对两封信的内容进行归纳，拓展了解家庭关系对青少年生活和学习的影响，并对 Mr. Hunt 的建议进行批判性地思考并进行评价。 Teaching key points 1. Use reading skills to understand the structure of the passage. 2. Talk about problems and give advice correctly. Teaching difficult points 1. Summarize and retell the letter by using the mind-map. 2. Develop a proper communication in life. Teaching Design Teaching procedures Teacher’ activities Students’ activities Teaching purpose Step 1 Lead-in 1. Play a video and ask： What happened to the parents? How does the boy feel? 2. Free talk Do you have any problems in your daily life? Who do you ask for help when you have problems? Students answer the questions and speak out their opinions. 1.To lead in the topic. 2.Arouse their interests and build up a context. 3.To help students learn some useful words and expressions before reading . Step 2 Fast reading 1. Teach the students the reading skill: Skimming. 2. Skim and find. Who has problems? Who gives advice? What can we get from the name “Sad and Thirteen”? Students read passage quickly and find out the answers with skimming. To help students get the general idea of the letter and teach students the usages of skimming. Step 3 Careful reading Read Letter One carefully. 1.Read the first letter carefully to answer the questions. ①What’s the boy’s problem about? ②Who does the “family” refer to? ③What are their problems? 2.List out the structure of the passage. 3.Finish the mind map of supporting details. 1.Students read the first letter carefully and find out the correct answers to the questions. 2.Students check these answers with the teacher and learn some key words and expressions. 3.Students learn to list out the structure of the letter. 4. Students learn to scan and find out the detailed information. 1.To let students understand the first letter well and help them master the new words and expression. 2.To cultivate students’ abilities of catching detailed information and help students summarize the problems of S&T. Read Letter Two carefully. 1. Ask the students to read the second letter carefully and fill in the chart. 2. Further Thinking: What does the advice stress? Help students pay attention to these words and phrases: talk about/ proper communication/ communicate with/ explain. 1.Students read the second letter carefully and fill in the chart by scanning 2.Students check out the answers with the teacher and learn some key words and expressions. 3. Pay attention to the key words and learn to make a conclusion: Proper communication is important. 1. To let students understand the second letter well and help them master the new words and expression. 2. To let students learn to sum up key information and find out the points. 3.To let students think questions critically. Step 4 Post reading 1.Do you agree or disagree with Mr. Hunt’s advice? 2.Do you think Mr.Hunt’s advice are good advice? 3.Can you give him some advice? 1. Fully understand the passage and learn how to give advice. 2.Keep thinking questions critically. 3.Come up with some new advice by themselves. 1.To let students think more about the topic and come up with more ideas. 2.To let students think questions critically. 3.To cultivate students’ critical thinking. Step 5 Summary Help students to sum up what we have learned today. Then guide them to try to come up with the advice to work out the daily problems. Students try to sum up what they have learned. Try to come up with some advice to work out the daily problems. 1.To sum up the lesson 2.To let students know the importance of family. Step 6 Self- assessment Step 7 Homework Must do:  Draw a mind map and try to retell the two letters. Choose to do: Write a letter to Sad and Thirteen,and give him some advice. 学科网（北京）股份有限公司 $$