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课 时 教 学 设 计 首 页
授课时间： 年 月 日
课题 Unit 4 Why don’t you talk to your parents Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。通过本课学习，可以引导学生以积极的心态面对压力，遇事不走极端，热爱生活，并与同伴互相帮助。
课标分析 课标要求八年级学生能听懂接近自然语速、熟悉话题的简单语段，获取主要信息，能引出话题并进行几个话论的交谈，并能在教师的帮助下或根据图片用简单的语言描述自己或他人的经历，能参与角色表演等活动，使用正确的语音、语调。
教学目标 语言能力 能够在一节心理健康课的情境中正确使用新学词汇表达学习和生活上的压力，以听说等方式理解他人描述压力和恰当表达自己关于解压的建议；
文化品格 能够学会正确看待生活和学习上的压力，逐步建立正确、积极的生活态度；
思维品质 能够在听说活动中准确获取并清晰表达有关压力和解决建议的信息，提高思维的逻辑性和缜密性；
学习能力 能够通过谈论生活中的压力和解压的解决方法，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；通过小组合作，提升协作能力。
教材内容分析 本课是一节听说课。活动1a-1e呈现了一个贴近学生生活的话题：如何面对学习压力。这部分的听说训练的目的在于巩固前面所学的语言项目，包括描述困难、表达建议等，同时还输入了新的词汇和短语。这部分的学习将有利于学生合理减轻自己的压力并帮助他人减轻压力。
重点 正确使用在听说活动中学到的新词汇和表达方式； 通过不同方式的练习，熟练运用询问及提建议的表达方式；
难点 针对不同困难问题提出合理建议，能有逻辑地、清楚地表达； 让学生了解每个人在生活中都有可能遇到一些挫折与不幸，要多去表示爱心，多去理解和帮助他们，多替他人想想解决问题的建议，而不是去嘲笑他们。
学情分析 通过A部分的学习，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，他们也和乐意将自己学业、生活等方面的所遇到的困难和困惑讲出来与同学老师一起分享、讨论。本课时把话题引到学生的学习压力上，学生们感同身受，有话可说，教师可尽可能多地创造机会鼓励学生表达，引到学生帮助他人找到解决的办法。
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Step 1. Lead in. Free talk Ss: Unhappy, terrible, ... Ss: I should listen to music to relax./ ... Talk about their problems and advice according to the pictures. Sa: You should be more confident. Sb: You should play sports with your friends after class. Ss: too much schoolwork too many examinations can’t get good grades have to get up too early have no time to watch TV have an argument with friends …… Sa: I usually talk to family members. Sb: I usually go shopping. Step 2. Pre-listening. Work on 1a. Order the activities [1-8] with 1 being the most favorite thing they do to lower stress. Work in pairs to share their favorite activities and reasons. 3.Listening prediction Q1: Who are the speakers Q2:What's the relationship between them Q3: What are they talking about Q4: What expressions do you think they will use Step 3. While-listening. Read the sentences in 1c and 1d first. Listen and check (√)the problems Wei Ming talks about. Listen again. What advice does Alice give to Wei Ming Fill in the blanks. Read the typescript together. Step 4. Post-listening. Pair work. Two students make a model for the Ss. Then work in pairs to practice their conversations Sa: I think you should... Sb: Why Sa: Because... Group work. Discuss in groups of four and then share their opinions in class. Step 5. Conclusion. T: How do you feel when you are under pressure T: What should you do Present some pictures to guide Ss to learn some problems and advice. T: I’m a little bit shy. I’m afraid of speaking in front of people. What should I do T: What problems do you have at school and home T: What do you usually do to help lower your stress T: What activities do you like to do to help lower your stress Guide Ss to read the sentences together, make sure every student knows the Chinese meaning. Invite some Ss to talk about their ideas and reasons in class. T: Do you have enough sleep / Do you argue with your parents / Do your parents give you some pressure How about Wei Ming Play the recording and ask Ss to finish 1c and 1d. Guide Ss to sum up the listening tip --- Try to grasp the key words Call some Ss to read their answers aloud in class. Work on 1e. T: Suppose your partner is Wei Ming. What is your advice for him You try to tell her some advice and say why. Walk around the classroom, and give some help to the Ss. T: Do you like pressure Why or not Have an emotional education: Think about if the problem comes from ourselves. It's normal to have problems. We could help each other to solve problems. Be positive about pressure, love life. We should keep a balance between pressure, our study and life. 通过交谈开门见山导入话题，引导学生谈论面对压力的感受，帮助学生明确本课即将所学内容。 听前引导学生观察图片，讨论图中人物出现的困难和所面对的压力，以及应对的建议措施，复习、学习相关词汇，为听力活动解决部分生词障碍，做好铺垫。 注意音形义的结合，引导学生根据读音规则和音标拼读单词。 引导学生两人一组，根据自己的排序情况，互相询问和回答彼此最喜欢的活动内容，并说出原因。再邀请几个学生做班级分享。尽可能多地为学生创造表达的机会。 这样的听前预测，不仅仅是为学生接下来的听做好心理准备，更重要的是让学生提前思考如何有针对性地听取信息。充分的听前准备可以帮助学生在听录音时更有效地将流动的语音信息进行过滤、分类、抽取和加工。 听中进行听力策略的渗透，引导学生利用关键词获取主要信息和具体细节。 要求学生两人一组，结对开展对话活动。基础好的学生可以发表自己的观点和建议，灵活运用目标语言进行口语交流；针对基础较弱的学生，教师可列出一些短语或句型供学生进行表达。 在巡视指导时，适时选择学生上台示范表演，以供大家借鉴学习。 适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。 总结升华，引导学生以积极的心态面对压力，遇事不走极端，热爱生活，并与同伴互相帮助。
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Ⅰ. 用方框中所给单词或短语的适当形式填空。 have a fight with, second, compete, hang out
1. Why not 　 　 with your good friends to make yourself relaxed 2. Firstly, you shouldn’t be angry. 　 　, you could have a talk with her. 3. You shouldn’t 　 　 your parents. 4. We are in 　 　 with four other teams for the program. Ⅱ. 补全对话。 A: Hi, Dennis! You look sad. What’s wrong B: I am angry with my parents. A: 5.　　 B: My parents are very strict with me. They don’t let me play ball games after school. A: 6.　　 B: I told them again and again,but they wouldn’t listen to me! A: There! There! 7.　　 But don’t be angry with them. B: What should I do A: Talk with them or write to them. 8.　　 B: I hope so. 9.　　Thank you very much. A: You’re welcome. A. It’ll be OK. B. I will have a try. C. Her parents are not kind. D. What seems to be the problem E. Don’t you want to go with them F. Maybe they will understand you. G. Why didn’t you tell them about it
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Unit 4 Why don’t you talk to your parents (Section B 1a-1d)
作 业 设 计
Level A There are many difficulties in our life. Get over them, you are the winner. Write an E-mail or a short massage to the teacher, talk about the serious problem for you, and what you will do to solve the problem.
Level B Write three conversations about your problems and your friends’ suggestions.
教 学 反 思
第 页课 时 教 学 设 计 首 页
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课题 Unit 4　Why don’t you talk to your parents Section B (2a-2e) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。在本课中，通过阅读一篇介绍中国父母和美国父母对孩子们业余活动和课外学习的安排和想法的文章，可引导学生懂得应该在压力、学习与生活中寻求平衡的重要性。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能读懂常见问题的小短文和相应水平的英语报刊文章。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够在阅读语篇创设的情境中，正确理解和掌握课文中的新词汇，增加词汇量；利用语境猜测词义，提升语篇理解能力；
文化品格 能够了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法，明白虽然学习知识很重要，但并不是生活的全部；
思维品质 能够在老师的帮助下，通过思维导图、辩论等活动，增进对语篇的分析和理解能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关中西方家长对待孩子参加课外活动和课外学习班的态度与做法的文章，保持英语学习兴趣；通过略读、跳读、猜测词义等阅读策略的感悟、体验和学习，提升阅读理解能力。
教材内容分析 本课是阅读部分。2a是读前活动，主要调查学生的课外生活；2b-2d为读中活动，阅读语篇介绍了一些中国父母和美国父母对孩子们业余活动和课外学习的安排以及想法；2e是读后活动，要求学生针对课后活动表达自己的意见和看法。
重点 课文中所涉及到的新词汇和表达，如compete, cut out等； 学习利用语境猜测词义来促进语篇理解能力；
难点 有效帮助学生利用寻读、跳读、猜测词义等方式获取信息，梳理文章脉络，提升阅读技能，并进一步锻炼复述故事的能力。
学情分析 本课时为阅读课，文章的主题与学生息息相关，分别以不同的角度阐述了对课后活动的看法，容易引起学生的共鸣。加上前几个课时的铺垫，所以难度适中。在前面学习的基础上，学生对如何描述困难及提出建议的表达方式有了一定的词汇积累，本课时把话题引到学生的学习压力上，学生们可以感同身受，有话可说。
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Step 1. Review. Play a game to review key words. Step 2. Pre-reading. Ss: Play computer games, watch TV and listen to music. Then, have a free talk with the students about after-school activities. Sa: I usually do my homework. Sb: Yes. Sc: I take art lessons. Sd: I have basketball training. Sa: No. Sb: Yes. Step 3. While-reading. 1.Predicting. Read the passage fast and find out the topic of the text. 2.Skimming. Look through each paragraph quickly and match the key words of the each paragraph. Read again and answer the questions. Sa: Children have too many after-school activities which cause them to be stressed. Sb: Cathy Taylor, Linda Miller, and Dr. Alice Green. Careful reading. Read the first paragraph and fill in the chart. Read the second paragraph and fill in the blanks. Read the third paragraph answer the questions: Ss: Yes. Sa: They want us to be successful. Sb: They want us to get into a good high school. Sc: ... Read the fourth paragraph and fill in the blanks. Read the passage again and finish the mind map. Step 4. Post-reading. Guessing the words’ meanings. Try to match the words in bold and their meanings. Having a debate about “happy” or “successful”. Step 5. Conclusion. T: Let’s relax! T:What activities do you often do T: But, sometimes you have stress… T: What do you usually do after school T:Do you have some after-school classes to take T: What kind of classes do you have T:Do you love those after-school classes Do you get a lot of pressure from them？ T: Now let’s see what these children say about the after-school classes. Let Ss choose the right answer by reading the title and the picture. A. Life for Cathy Taylor’s three children is very busy. B. Competitions starts from very young. C. Children are very busy but they should learn to relax. Provide some main ideas and let Ss match them with the paragraphs. Present the questions on the screen. Q1: What is the common problem for Chinese and American families Q2: Who gives their opinions about the problem Ask the students to read each paragraph loudly and carefully for details. T: This doesn't only happen in China. Introduce the present situation in America. Call some Ss to retell each paragraph after finishing each task. T: Now we know other Ss are also busy. So do you think your parents push you too hard T: Do you understand why they push you T: So maybe we can understand how much our parents love us. Guide Ss to guess the meanings of the words using the context. Provide some questions to give some hints. * What do you think of after-school activities * Be happy or successful, which you do think is important T: We should keep a balance between pressure, our study and life. 以趣味性游戏形式复习单词。 通过自由谈论帮助学生感知文章主旨大意，引出部分生词，减轻阅读中生词给部分学生带来的负担及障碍。 培养学生预测阅读文段的能力，为细读文章做准备。 通过略读阅读技巧学习，培养学生通过只读每段首尾句就能抓取段落大意，并在脑海中形成一个文章结构的思维导图，为后面分段阅读任务做铺垫。 再次利用略读策略，引导学生找出文章主旨和主要人物，形成文章结构，帮助学生整体把握文章，并引出对细节阅读的期待。 引导学生细读每一段的内容，设计出不同类型的题目来帮助学生进一步理解课文，实施有效的分段阅读，同时进行恰当的阅读策略指导，使学生在准确获取文章细节内容的同时，掌握不同的阅读技巧，提高他们的阅读能力。 德育渗透，引导学生理解父母并学会换位思考，最终以达到培养学生核心素养之文化品格这一维度。 通过思维导图的完成和利用，培养学生从简单的单词输出过渡到语篇输出的能力。 学生在前面的阅读任务中，已经积累了较多的有效表达方式。通过辩论的方式，鼓励学生用所学勇敢地表达自己，从语言能力、学习能力、文化品格、思维品质四个维度真正发展学生的核心素养。 德育渗透，引导学生正确看待成功与快乐，努力找寻其中的平衡点。
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Ⅰ. 用所给单词的适当形式填空。 1.Excuse me, can you tell me your plans for the 　　　　(develop) of your factory 2.My parents always 　　　　(compare) me with other children. 3.Look at the two pictures and find 　　　　(similar) between them. 4.To win the competition, I'll keep on 　　　　(practice) playing the piano. 5.What should we do 　　　　(help) the disabled man, Ms. Lin Ⅱ. 根据汉语意思完成句子。 6.不要总是拿我和别人作比较! Don't always　　　　 me 　　　　others! 7.我们学校的图书销售活动将持续到六月底。 The book sale in our school 　　　　 　　　　 　　　　the end of June. 8.我认为课外辅导课对孩子们的发展没有益处。 I don't think after-school classes are 　　　　 　　　　 　　　　 　　　　. 9.在我看来,你最好好好休息一下。 　　　　 　　　　 　　　　, you'd better have a good rest. 10.到了你做作业的时间了。 　　　　 　　　　 　　　　do your homework. Ⅲ. 完形填空 Whenever the exam season comes, stress(焦虑) may come along. Here are some 　11　that have helped me and my friends through this season. When the stress of exams is really hitting me, I stop and take a walk. I usually borrow my neighbor's dog and　12　 for about fifteen minutes. Many boys would simply choose to run for a while, or play ball games. Having some　13　 drives away your stress easily most of the time. And　14　 you find music helpful, give it a go. Listening to your favorite songs will surely make you 　15　.The best thing about this is that you don't have to go 　16　. But if you are a book lover just like me,　17　 a book you like for half an hour. Reading can take you to places you've 　18　been to. Putting yourself into a new world helps you forget your stress in this world for a little bit. For sure, there's nothing better than laughing. Laughing is the best medicine. It can really keep　19　 off your mind! Very often I call my best friend and we 　20　 our good times or something funny, and I'm feeling better before I know it. Remember many others also face the problem of stress just like you, and it is not something that cannot be dealt with. 11.A.ways B.reasons C.habits D.results 12.A.walk B.jump C.stand D.sit 13.A.jokes B.sports C.tasks D.lessons 14.A.before B.until C.since D.if 15.A.lovely B.friendly C.happy D.sleepy 16.A.somewhere B.everywhere C.anywhere D.nowhere 17.A.copy B.write C.print D.read 18.A.ever B.never C.seldom D.always 19.A.worry B.pity C.surprise D.pain 20.A.think about B.talk about C.care about D.hear about
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Unit 4　Why don’t you talk to your parents (Section B 2a-2e)
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Level A If you are the writer, what will you write about Para. 5 Make a choice and express yourselves about the pressure. As a student. As the Minister of the Ministry of Education(教育部长). As a ...
Level B Write a short passage to retell the present situation and people’s opinions.
教 学 反 思
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课题 Unit 4　Why don’t you talk to your parents Section B (3a-self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课主要学习有关学习生活、人际交往中的困难、麻烦和解决办法的表达方式，话题对接中国学生发展核心素养中的“自主发展”之“健康生活”素养中，包括有“健全人格”一项，要求学生能够具有积极的心理品质，能调节和管理自己的情绪，具有抗挫折能力。在本课中，通过对本单元的系统复习和在一定情境下的写作应用，可进一步帮助学生正确看待学习与生活、成功与快乐的辩证关系。
课标分析 课标要求八年级学生能有明确的学习需要要和目标，对英语学习表现出较强的自信心。能合作起草和修改简短的叙述、说明、指令、规则等。能尝试使用不同的教育资源，从书面材料中提取信息、扩展知识、解决简单的问题并描述结果。能在学习中相互帮助，克服困难。
教学目标 语言能力 能够围绕“人际交往”话题，通过听、说、读等活动搜集、理解所需要的语言基础信息；能流畅且有逻辑性地组织句子，合理安排语篇结构；能够掌握议论文的文体特征和写作方法；
文化品格 能够学会适当放松，缓解压力；能够运用英语思维进行学习和写作，体会文化差异；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关“人际交往”的语言知识，理解学习与生活、成功与快乐的辩证关系；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过自由谈论、赏析美文等多种形式的学习和复习，保持英语学习兴趣；通过写作策略的感悟、体验和学习，以及自批与互批作文，提高思辨能力和写作能力。
教材内容分析 本课是一节写作课和复习课。主要内容是通过making notes和writing对本单元的语言知识进行综合运用，并通过Self check对本单元的重难点进行检测巩固，促进学生对语言点的掌握。同时教育学生学会面对各种问题和压力并寻找解决问题的办法。
重点 本单元所学关于“人际交往”话题下的词汇和表达的正确运用；写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排议论文的语篇结构；
难点 用所学语言知识写一篇短文，表达自己对学生上课外辅导班这一社会现象的看法；内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
学情分析 通过前几个课时的学习，学生已经对本单元的语言知识基本掌握，但3b议论文的写作对学生来说还是有较大难度的，应对写前3a进行铺垫和材料的准备，并给予方法指导，让学生掌握写作方法。
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Step 1. Review and lead-in. Play a game to review key phrases. Review parents’ opinions: “After-school classes can help kids get into a good university.” “I want my child to be a successful person.” “It’s good for children to start learning from a young age.” “They are important for their future.” Step 2. Pre-writing. Talk about their opinions according to the tips. Say if they agree or disagree with the views on the screen. Then give their reasons. Sa: I disagree. Many factors may influence in one’s life. Even though one goes to a good university, he may still not be successful. Sb: I agree. Many great people learn things from a very young age. If the child is gifted in some area, it’s helpful to learn it from a young age. Sc: I disagree. People shouldn’t push their kids so hard. Parents shouldn’t send their small kids to all kinds of classes. They shouldn’t always compare their children with other children. I believe it’s better to let the kids be kids. Step 3. While-writing. Ss: They have to go to many after-school classes. Learn about how to write an argumentative essay through the sample. Step 1: List details Step2: Add more details Step 3:divide the passage Write a passage about after-school classes for 10 minutes. Step 4. Post-writing. After finishing writing, have a self-check for 3 minutes. Then share their passage with partners and evaluate each other according to the evaluation sheet. Step 5. Conclusion. so that get into a good high school after-school classes … T:Recently, a magazine interviewed some parents about after-school classes for children. These are parents’ opinions. T: Do you think students should have after-school activities Let some Ss say their reasons. Ask Ss to finish the chart in activity 3a. T: What’s the common problem for Chinese and American families T: OK. What’s your opinion about after-school classes Now Write a letter to the magazine to express your opinions on after-school classes for children. T: Argumentative essay is a style of writing in which discussion is the main way of expression. It distinguishes if it’s right or wrong by presenting facts and reasons to express the author’s point of view. Present some sentence pattern and writing guidance to help Ss: Para. 1: give your opinion. Para. 2: describe personal or friend’s experience and feelings of extracurricular tutoring. Para. 3: summarize the whole text, talk about feelings. Show the writing instruction on the screen. Remind Ss of some good ways to write a good article： A.Structure(including given information) 结构清晰 B.Beautiful words优美辞藻 C.Sentence pattern句式丰富 D.Linking words/Conjunction过渡词/连词 T: All work and no play makes Jack a dull boy. 通过游戏形式引入对词汇和课文观点的复习，以旧带新，引出本课所讨论话题。 本环节是对学生参加课外辅导班进行的讨论，目的是使学生在后面的写作训练中能自如地开展写作练习，为语言功能的运用做铺垫。 引导学生认识议论文的文体特征，学习写作要求和注意事项，关注篇章结构，具体详细地进行写作技巧指导，帮助学生整理写作信息，熟悉写作思路，降低了难度，使不同水平的学生都能得到提高，为后面的写作做准备。 进行限时写作训练，帮助学生提高写作效率，养成高效自主学习的习惯。 完成习作后，要求学生朗读自己的习作，自我欣赏，并依据几个自查的问题进行自我检查与修改。之后，学生交换习作，相互欣赏与评价。 之后若有时间可进行当堂二次重写。 引导学生及时总结和反思本节课的语言知识点，强化写作策略。
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Ⅰ.阅读理解 　　Last night, a school night, my 11-year-old son's baseball team played a game that lasted until 9:30. By the time we got home and he had a quick dinner and shower, it was 10:30—an hour and a half later than a child who gets up at 6:30 should be going to bed. We love baseball. My son is having fun, getting exercise, and learning patience, teamwork and sports spirit. But the truth is that the game also influences his sleep. As parents, we want good things for our children. We want them to be healthy both in body and in mind. To this end, we look for ways to help our kids grow and develop. We help them with their homework. We sign them up for dance, soccer and baseball. We encourage our kids to take honors courses(培优课程) or to have after-school jobs. And we praise them for hard-earned success and achievements. However, the irony is that all of these activities and responsibilities that we are giving our children to make their lives colorful could be badly influencing their health and taking happiness away. Activities, responsibilities and goals are good. But if we want our kids to realize their full physical, learning and social ability, sleep is important. We have to start taking sleep seriously. Parents make bedtime routines and carry out(执行) strict rules about nighttime. But in fact, these measures(措施) aren't enough because getting our kids enough sleep isn't just about carrying out stricter bedtime. It actually requires more than that. In order to ensure our kids get the sleep they need, both parents and schools should make an effort. ( ) 1.From the passage we know the writer's son 　　　　. A.isn't good at sports B.wastes time every night C.can't get enough sleep D.always hangs out with friends ( ) 2.What does the underlined word “irony” mean in Chinese A.光荣 B.骄傲 C.讽刺 D.公正 ( ) 3.What does the writer think of taking honors courses at last A.Boring. B.Unnecessary. C.Interesting. D.Enjoyable. ( ) 4.What would the writer probably talk about in the following paragraph A.Advice on how to sleep well. B.Ways of changing kids' education. C.The importance of sleeping well. D.Measures parents and schools should take. .
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Unit 4　Why don’t you talk to your parents (Section B 3a-Self check)
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Level A As the Double Reduction policy comes, more and more parents are worried about their children’s schoolwork. Some of them don’t think it’s a good idea to reduce some after-school classes. Write a passage of the topic to share your opinions.
Level B Make a list of different kinds of problems and advice or draw a mind-map.
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