Unit 4 Section A（1a - 1c）教学设计2025-2026学年人教版英语八年级下册

本文围绕Unit 4 Section A（1a - 1c）展开，聚焦日常生活问题分类、谈论问题及提建议的核心知识点。承接日常交流背景，为后续深入学习奠基，呼应人际交往单元主题。通过问题分类、听力及对话练习，渗透语言能力、思维品质等核心素养。 该设计创新采用任务驱动与合作学习法，借助多媒体等教具。学生层面提升批判性思维，教师层面提供清晰授课路径，课堂效果上增强互动性，有效突破教学难点。

Unit 4 Why don’t you talk to your parents? Section A（1a - 1c） Teaching Objectives By the end of the lesson, students will be able to: Classify problems in daily life as “Serious” or “Not serious” (1a). Identify and understand problems about study, family, and friendships from listening materials (1b). Make conversations to talk about problems and give advice using target language (1c). Teaching Key Points & Difficulties Key Points Master the classification of problems in 1a. Accurately catch problem - related information in the listening (1b). Use “What’s wrong?”, “Why don’t you...?” to talk about problems and give advice (1c). Difficulties Correctly judge the seriousness of problems and express personal opinions. Fluently create conversations about problems and advice - giving. Teaching Methods Task - based Language Teaching (TBLT) Cooperative Learning Audio - Visual Aids Teaching Aids Textbook, blackboard, multimedia, audio player Teaching Procedure I. Warm - up & Lead - in (5 mins) Daily Greeting Greet students: “Good morning/afternoon! How’s your day? Did you meet any small problems recently? Like not finishing homework on time, or having a little argument with friends?” Brainstorm Problems Write “Problems in Daily Life” on the board. Ask students to shout out common problems teens face, e.g., “too much homework”, “can’t hang out with friends”, “fight with classmates”. List them on the board as a reference for follow - up activities. II. 1a Activity – Problem Classification (8 mins) Instruction Show the 5 problems in 1a on the multimedia: I have to study until really late, so I don’t get enough sleep. I have too much homework so I don’t have any free time to do things I like. My parents don’t allow me to hang out with my friends. I have to take more lessons after school. I got into a fight with my best friend. Explain: “Let’s think about these problems. Are they ‘Serious’ or ‘Not serious’? Discuss with your desk - mate first, then put each problem into the right box.” Student Activity Students pair up to discuss. Walk around to guide, asking “Why do you think this is serious?”, e.g., for “fight with best friend”, prompt “A fight might hurt your friendship, so it could be serious.” Invite pairs to share answers. Possible classification (answers may vary): Serious: 3 (parents’ restriction affects social life), 5 (fight may damage friendship); Not serious: 1 (temporary sleep issue), 2 (common student stress), 4 (extra study but for improvement). Write the classification on the board, respecting different opinions and explaining that seriousness can be subjective. III. 1b Activity – Listening for Problems (10 mins) Pre - listening Review the 5 problems in 1a. Ask: “Now we’ll listen to a conversation. What problems might the speakers talk about? Let’s predict!” Encourage students to guess, e.g., “Maybe they’ll mention study - related or friendship problems.” While - listening Play the 1b audio. Tell students: “Listen carefully and circle the problems you hear from 1a.” Play the audio twice if needed. Pause after the first play to let students check, then play again for confirmation. Post - listening Check answers together. Ask students to say which problems were circled, e.g., “We heard ‘I have to study until really late...’ and ‘I got into a fight with my best friend...’” (actual answers depend on the listening text). Explain new words or phrases from the audio if any, like “hang out” (spend time relaxing with friends). IV. 1c Activity – Conversation Practice (12 mins) Instruction Show the sample dialogue in 1c: A: What’s wrong? B: I’m really tired because I studied until really late last night, so I didn’t get enough sleep. A: Why don’t you go to sleep earlier this evening? Explain: “Now, use the problems in 1a to make your own conversations. Take turns being A (asking) and B (sharing problems and getting advice).” Student Activity Students pair up. Give 5 - 7 mins to create dialogues. Walk around to help with grammar and pronunciation, e.g., correcting “Why don’t you...?” usage or intonation. Invite 3 - 4 pairs to perform in front of the class. Praise good parts like “natural pronunciation” or “creative advice”, e.g., for problem 3: A: What’s wrong? B: My parents don’t allow me to hang out with my friends. A: Why don’t you talk to them and explain you need to socialize? After performances, ask the class to give feedback, focusing on language accuracy and fluency. V. Summary & Homework (5 mins) Summary Recap key points: Classified daily problems as serious or not. Listened to and identified problems in conversations. Practiced talking about problems and giving advice with “What’s wrong?”, “Why don’t you...?”. Write the target structures on the board: What’s wrong? Why don’t you + verb 原形...? Homework (1) Write 3 more conversations about 1a problems, using the target language. (2) Think about a real problem you have. Prepare to talk about it and get advice in the next class. Blackboard Design Unit 4 Why don’t you talk to your parents? Section A (1a - 1c) Problems Classification (1a): Serious: 3, 5 (examples) Not serious: 1, 2, 4 (examples) Target Language (1c): A: What’s wrong? B: [Problem]... A: Why don’t you [advice]...? Homework: Write 3 dialogues; Prepare a real problem. This design integrates listening, speaking, and critical thinking, guiding students to master problem - talking and advice - giving in daily life. Adjustments can be made based on students’ actual performance in class. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$