unit4 2.docx

unit4 2.docx

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unit42

Unit4Whydon’tyoutalktoyourparents?

Programsofthisunit.

I.Teachingcontents.Unit4Whydon’tyoutalktoyourparents?

II.Analysisoftheteachingmaterial:

1.Statusandfunction:

Thisunitismainlytalkaboutproblemsandgivingadvice.Studentswilllearnthefollowingitems:

“Whydon’tyou…?

”forsuggestion.

“Conjunctionsuntil,sothatandalthough”“Modalverbscould/should”forsuggestionoradvice.Inaddition,theywillpracticetargetlanguagesandlearnsomenewphrasesandnewwords.Andtheyalsowilllearnhowtogiveadvicewhenfacingproblems.Afterlearningthisunitstudentswillknowhowtosolveproblemsinreallife.

2.Teachingaimsanddemands:

（1）.Knowledgeobjects:

Newwordsandphrases.

（2）.Abilityobjects:

Theywillimprovetheirfourabilities.

（3）.Emotionobjects:

Theywilllearntosolveproblemsintheirlifewiththehelpofteachers’guiding.Andlearntofacedifficultybravelyandunderstandtheirparents.

3.Teachingimportantanddifficultpoints.

1.“Whydon’tyou…?

”forsuggestion.

“Conjunctionsuntil,sothatandalthough”

“Modalverbscould/should”forsuggestionoradvice.

4.Teachingfocuses.

Improvestudents’readingskillandlearntousenewverbphrasescorrectly.

III.Languagefunction:

Talkaboutproblemsandgiveadvice.

IV.Targetlanguage.

WhatshouldIdo?

Whydon’tyouforgetaboutit?

Althoughshe’swrong,it’snotabigdeal.

V.Structure.

“Whydon’tyou…?

”forsuggestion.

“Conjunctionsuntil,sothatandalthough”

“Modalverbscould/should”forsuggestionoradvice.

VI.Learningstrategies.

Accordingtotheproblemsindailylifeandshareopinions.Andthinkabouthowtosolvetheirownproblemsintherightway.Learntounderstandparents.

VII.Teachingperiods.

Fourperiods

Period1（1a-2d）

I.Teachingaimsanddemands:

（1）.Knowledgeobjects:

Newwordsandphrases.

IhavetostudytoomuchsoIdon’tgetenoughsleep.

What’swrong?

I’mreallytiredbecauseIstudieduntilmidnightlastnight.

Whydon’tyougotosleepearlierthisevening?

（2）.Abilityobjects:

Improvestudents’abilityofspeakingandlistening.

（3）.Emotionobjects:

Benefitfromthisperiodandlearntosolveproblemsintherightway.

II.Teachingfocuses:

UsingofModelVerbscouldandshould

III.Teachingaids:

Taperecorder.Multimediaplayer

IV.Teachingdifficultpoints:

Masterthesentencepatterns:

Whydon’tyoudosth?

Whynotdosth?

Youcould/shoulddosth.

V.Teachingmethods:

Groupworkandteamwork

Speakingandlistening

VI.Teachingprocedures:

Step1.Warmingup

Talkaboutsomeproblemsthatstudentshaveindailylifewiththem.

T:

What’sthematter/What’swrong?

S:

Hehastoomuchhomeworktodo.

T:

Doesheliketodoit?

S1：

No,hedoesn’t.Becausehedoesn’thaveanyfreetimetodothingshelikes.

Step2Talking

1.Lookattheseproblems.Doyouthinktheyareseriousornot?

Ssdiscusswiththeirpartnersandgivesomeadvice.

①IhavetostudytoomuchsoIdon’tgetenoughsleep.

②IhavetoomuchhomeworksoIdon’thaveanyfreetimetodothingsIlike.

③Myparentsdon’tallowmetohangoutwithmyfriends.

④Ihavetoomanyafter-schoolclasses.

⑤Igotintoafightwithmybestfriend.

Step3Listening

（1）T:

TellSstoreadthesentencesin1aagain.Makesuretheyknowthemeaningofthesentences.

（2）PlaytherecordingfortheSstolistenandcircletheproblemsyouhearin1a.

（3）.Playtherecordingagain.Checktheanswerswitht

heSs.

Step4Pairwork

1.LetSsreadtheconversationinthebox.

2.Usetheinformationin1atomakeotherconversations.

3.Letsomepairsactouttheirconversations.

e.g.A:

What’swrong?

B:

I’mreallytiedbecauseIstudieduntilmidnightlastnight.

A:

Whydon’tyou

gotosleepearlierthisevening?

Step5.Listening

Listenforthegeneralidea.Thenfinish2aand2b,checkanswers.

Step6.Role-play

Askstudentstopracticetheconversationinpairsafterreadingthesampleconversation.

Listentothetapefor2dthenanswerthequestions:

1.Whohasproblems?

2.Whogivesadvice?

3.What’swrongwithKim?

Dealwithlanguagepoints:

findsb.doingsth.lookthrough

givesth.backbeangrywithsb.

sothat..abigdealworkout

Thenaskstudentstoreadtheconversationinpairsandtrytoreciteit.

Step7.Homework:

1.Writethreeconversationsaboutyourproblemsandyourfriends’suggestions.

A:

Ihavetoomanyafter-schoolclasses.

WhatcouldIdo?

2.Recitetheconversation.

BlackboardDesign

Unit4Whydon’tyoutalktoyourparents?

findsb.doingsth.lookthrough

givesth.backbeangrywithsb.

sothat..abigdealworkout

课后反思：

这节课因为和学生实际生活紧密联系，学生非常感兴趣而且可以得到启示，明白怎样正确解决自己的问题。

课堂活动参与很好。

基本掌握这节课的重难点，达到了预期目标。

但课后对句型和短语的练习依然很重要。

Period2（3a-3c）

I.Teachingaimsanddemands

a.Knowledgeobjects:

1.Whydon’tyoutalkaboutthesefeelingswithyourfamily?

2.Ihopeyou’llfeelbetteraboutyourself.

b.Abilityobjects:

Improvestudents’skillsonreadingandintegrating.

c.Moralobject:

Askforhelpwhenhavingtrouble.

II.Teachingkeypoint

Thephrasesintheletters

III.Teachingdifficultpoints

Thelongsentencesinthetwoletters

IV.Teachingmethods

GuidedReading

Audio-lingualMethod

V.Teachingaid

Ataperecorder

VI.Teachingprocedures

Step1.Skimming

Askthestudentstoskimthelettersandcompletethechart.Makesuretheiranswersareright.

Step2Workon2b:

1.LetSsreadthesentencesbelow.ExplainsomemainsentencesfortheSs.Makesuretheyknowthemeaningofeachsentence.

2.PlaytherecordingfortheSstowritetheletters（a-e）nexttotheadvicein2a.

Exercise:

Listenagain.Fillintheblanks.

Boy2hada______withhisbestfriend.Hecould______himaletter.Butheisn’tgoodatwritingletters.He______callhim____,buthedoesn’twanttotalkaboutitonthe______.He______talktohimsothathecansayhe’ssorrybutit’snot____.He______gotohishousebuthedoesn’twantto_______him.Hecouldtakehimtothe_____________,buthedoesn’twanttowaitthatlong.

Step3Reading

Readtheletterandanswerquestions:

Task1Thearticleistalkingabout_____

 A.sadandThirteen'sproblemsandRobert'sadvice.

  B.thestudents'futurejobs

  C.howtobeagoodstudent.

Task2Readthearticleandanswerthequestions.

 1.What'sthewriter'sproblem?

 2.Howdoeshefeelathome?

 3.What'stheadvicethatMr.Huntgave?

Task3DecideTrueorFalse.

 1.Thewriter'sproblemisthathecan'tgetonwithhisfamily.

 2.Thewriter'sparentsdon'tfight.

 3.Thewriter'selder'sbrotherisfriendlytohim.

 4.Thewriterfeelslonelyandnervousathome.

 5.Robertthinkshecouldtalkabouthisfeelingswithhisparents.

 6.Robertthinksheshouldarguewithhisbrother.

Step4Dealwithlanguagepoints:

myproblemisthatclause

getonwith

arguewithsb.

hangover

benicetosb.

refusetodosth.

feelnervous

It’snoteasytodosth.

It’snormaltodosth.

offertodosth.

havemoretimetodosth./havemoretimeforsth.

communicatewithsb.

explainsth.tosb.

don’tmindsb.doingsth.

Step5.3c.practice

Leadstudentstounderstandwordsgiventhenwrittendownthewordswithsamemeaning.Makesentenceswithwordstheywritedown.Thencheckanswers.

Step6homework

Readthelettersasmuchaspossible.Learntousenewphrases.

Blackboarddesign

Unit4Whydon’tyoutalktoyourparents?

Task1Thearticleistalkingabout_____

 A.sadandThirteen'sproblemsandRobert'sadvice.

  B.thestudents'futurejobs

  C.howtobeagoodstudent.

Task2Readthearticleandanswerthequestions.

 1.What'sthewriter'sproblem?

 2.Howdoeshefeelathome?

 3.What'stheadvicethatMr.Huntgave?

Task3DecideTrueorFalse.

 1.Thewriter'sproblemisthathecan'tgetonwithhisfamily.

 2.Thewriter'sparentsdon'tfight.

 3.Thewriter'selder'sbrotherisfriendlytohim.

 4.Thewriterfeelslonelyandnervousathome.

 5.Robertthinkshecouldtalkabouthisfeelingswithhisparents.

 6.Robertthinksheshouldarguewithhisbrother.

myproblemisthatclause

getonwith

arguewithsb.

hangover

benicetosb.

refusetodosth.

feelnervous

It’snoteasytodosth.

It’snormaltodosth.

offertodosth.

havemoretimetodosth./havemoretimeforsth.

communicatewithsb.

explainsth.tosb.

don’tmindsb.doingsth.

教学反思:

在阅读方法的引导下，学生很容易理解课文，并进行复述。

阅读课文的方法很重要。

在整体理解的前提下讲解重难句，就可以加深印象。

学生在任务的引导下能够认真阅读，完成了预期任务。

但后期的练习和巩固依然很重要。

Period3（1a-2b）

I.Teachingaimsanddemands

a.Knowledgeobjects:

Newwordsandexpressions:

footballmemberpressurecompareopinionskilltypicalcutoutquickcontinue

Peopleshouldn’tpushtheirkidssohard

Cut…out

Compare…with

b.Abilityobjects:

Readingability

c.Moralobject:

Helpthestudentstoknowhowtoactasastudents

II.Teachingkeypoint

Thearticle

III.Teachingdifficultpoints

Someofthesentencesinthearticle

IV.Teachingmethods

Askingandanswering

V.Teachingaid

Ataperecorder

VI.Teachingprocedures

Step1:

Leadingin

Areyouhappyeveryday?

Ifnot,dohaveanyproblems?

Howdoyoureduceyourpressure?

Readthefollowingwaysofloweringstress,orderthem1-8with1beingthemostfavoritethingyoudotolowerstress.Thenasksomeofthemtoreporttheirresults.Offertoguidestudentstousethetherightwayofloweringthestressavoidtheymakingmistakes.

Step2listeningandchecking

ListentothetapeandchecktheproblemsWeiMingtalksabout.

Listenagainandfillintheblanks.Playthetapeagainwhennecessary.Checkanswers.

Step3.Pre-reading:

Whatafter-schoolactivitiesdoyouandyourclassmatesusua